Relevant bibliographies by topics / Universities and colleges – Germany – History

Academic literature on the topic 'Universities and colleges – Germany – History'

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Published: 10 March 2023

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Journal articles on the topic "Universities and colleges – Germany – History"

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Johnson, Jeffrey Allan. "The Case of the Missing German Quantum Chemists." Historical Studies in the Natural Sciences 43, no. 4 (November 2012): 391–452. http://dx.doi.org/10.1525/hsns.2013.43.4.391.

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This paper discusses factors limiting the development of a modern, quantum-based chemistry in Nazi Germany. The first part presents a case study of industrial research in Nazi Germany that suggests the delayed introduction of space-filling molecular models into structural analysis and synthesis in industrial organic chemistry, almost a decade after their invention by a German physicist. Was this symptomatic of a broader pattern of neglect of quantum chemistry in Nazi Germany? To answer this question this paper examines the origins of such models, and their appearance (or not) in selected textbooks and monographs dealing with problems in the interdisciplinary borderland between the physical and organic dimensions of chemistry. While it appears that those on the physical side were more comfortable with such models than those on the organic side, it is also clear that even a theoretically unsophisticated organic chemist could learn to use these models effectively, without necessarily understanding the intricacies of the quantum chemistry on which they were based. Why then were they not better integrated into mainstream chemical education? To this end the second part discusses three phases (pre-1933, 1933–38, 1939–43) of the broader scientific, institutional, and political contexts of efforts to reform or “modernize” chemical education among many groups in Germany, particularly through the Association of Laboratory Directors in German Universities and Colleges, the autonomous group that administered the predoctoral qualifying examination (Association Examination) for chemistry students until its dissolution in 1939 by the Education Ministry and the establishment of the first official certifying examination and associated title for chemists, the Diplom-Chemiker (certified chemist). Continuing debates modified the examination in 1942–43, but given the limitations imposed by the political and wartime contexts, and the need to accelerate chemical training for the purposes of industrial and military mobilization, the resulting chemical education could not produce students adequately trained in the modern physical science emerging elsewhere in the world. Quantum chemists remained missing in action in Nazi Germany.
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Sergeenkova, I. F. "GERMAN EXPAT HISTORIANS AND THEIR ROLE IN THE DEVELOPMENT OF THE AMERICAN HISTORIOGRAPHY OF THE NATIONAL-SOCIALISM IN 1940-1960s." Вестник Удмуртского университета. Социология. Политология. Международные отношения 3, no. 4 (December 25, 2019): 483–502. http://dx.doi.org/10.35634/2587-9030-2019-3-4-483-502.

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The scientific migration from the Nazi Germany to the USA is the subject of close attention by experts who study development of historical science in the USA and, in particular, such a trend as History of Germany. In the USA before the second half of the XX century not much attention was paid to the history of European countries, and a few researches on the history of Great Britain and France are just some isolated examples. Expat historians had changed the situation. The article presents an analysis of political views of German historians who left for the USA after Nazis had come to power. German expat historians are divided into two groups: 1. emigrants of “the first wave” who earned their qualification in History in Germany and worked as instructors at German universities; and 2. emigrants of “the second wave” who were brought to the USA by their parents and obtained education in the host country. Along with the financial support the US government provided the German emigrants with an opportunity to continue their scientific and educational activities. The research activities by German expat historians embraced such a significant topic as the reasons of Nazis’ coming to power. The most important trends of their research are: sustainability of the historical pattern of Germany, the so called ‘extraordinary path’; the reasons for the Weimar Republic collapse; the role of the upper middle class and the army leadership as well as the intellectual elite of Germany in Hitler’s coming to power; the intellectual origin of Nazism; the ideas of ‘the conservative revolution’; the mass culture. Expat historians were the first ones who turned to the issues of ‘Holocaust’. The article reveals the influence of ‘the Cold War’ and the doctrine of totalitarianism on the study of Nazism. The article touches upon the problems of interaction between expat historians and their colleagues in the Federative Republic of Germany and the impact the former made on modernization of the historical science in the West Germany.
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Lässig, Simone. "Between Two Scholarly Cultures: Reflections on the Reorganization of the East German Historical Profession after 1990." Central European History 40, no. 3 (August 20, 2007): 499–522. http://dx.doi.org/10.1017/s0008938907000817.

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Studies of the East German historical profession and what became of it after 1990—which are now numerous—have primarily dealt with institutes in Berlin affiliated with the Akademie der Wissenschaften or the Sozialistische Einheitspartei Deutschlands (SED). Little attention has been paid to the academic institutions where most of the German Democratic Republic's historians and history teachers received their scholarly and political training, namely the history departments of the country's universities and the teachers' colleges (pädagogische Hochschulen). In this essay, in which I draw in part upon my personal experiences, I will therefore be less concerned with the well-researched “nerve centers” of the East German research establishment than with the long-neglected “academic provinces” and the everyday realities of academic life that, however absurd they might seem in hindsight, shaped the experiences of countless students, instructors, and professors.
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McCullough, Kelly, and James Retallack. "Digital History Anthologies on the Web: German History in Documents and Images." Central European History 46, no. 2 (June 2013): 346–61. http://dx.doi.org/10.1017/s0008938913000642.

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Initial public offerings (IPOs) in the dot-com world do not always turn out to be the darlings they are expected to be. Ask Mark Zuckerberg about Facebook's IPO in May 2012. But even successful new ventures often defy their founders' expectations. As we hope to suggest in the following report, German History in Documents and Images (GHDI)—a project that has put thousands of primary source texts, drawings, photographs, and maps on the internet, along with hundreds of pages of accompanying commentary—has drawn critical appreciation from specialists and nonspecialists alike, but it has also raised thorny questions about authorship, authority, and audience. Those questions concern the writing of history in general and the newer, more specific discipline of “history on the web.” Like the project itself, this report is the result of a collaboration among the GHDI project staff, which is based at the German Historical Institute (GHI), Washington, D.C., and the GHDI volume editors, all of whom teach (or taught) German history at colleges and universities in North America. In the following pages, we will discuss the origins and early goals of the project, describe the challenges associated with the realization of a large, collaborative history project of this nature—whether in book or digital form—and reflect upon what we perceive as the promise and perils of digital history anthologies.
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van Rhee, C. H., and Louis Sicking. "Geen leven na Oxford? Rechtshistorici uit de Lage Landen (16)." Pro Memorie 23, no. 2 (December 1, 2021): 127–48. http://dx.doi.org/10.5117/pm2021.2.002.rhee.

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Abstract Apart from details about youth and family, the focus of this interview with Boudewijn Sirks is on his academic career. After studying law, theology and philosophy, he graduated with a DPhil on an aspect of Roman administrative law. He then specialised in Roman law in all its aspects and in almost all of its periods of application. An extension of this led him to research further in the legal history of the Dutch East Indies. Having worked at the Universities of Utrecht, Amsterdam and Leiden, he became Professor at the J.W. Goethe University in Frankfurt for private law and legal history, then Regius Professor of Civil Law in the University of Oxford, where he is still Fellow of All Souls College. The interview deals with the differences between legal educations in the Netherlands, Germany and England and with his views concerning the methodology of legal history.
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Togabayeva, Guldana. "Regarding the Celebration of the Seventieth Birthday of Mária Ivanics." Golden Horde Review 8, no. 4 (December 29, 2020): 838–43. http://dx.doi.org/10.22378/2313-6197.2020-8-4.838-843.

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The seventieth birthday commemoration of the outstanding representative of Hunga­rian Turkic studies, Professor Mária Ivanics, was held 11 September 2020, at 11 a.m., in the Faculty of Humanities and Social Sciences building at the University of Szeged in Hungary. Professor Ivanics’s many friends, colleagues, and students gathered to congratulate her and pay tribute to her professional achievements. The Vice Dean of the faculty, Klára Sándor, Academician András Róna-Tas (in absentia), Professor Sándor Papp, and Professor István Zimonyi spoke in honor of Professor Ivanics. Among these presenters, Professor István Zimonyi, the head of the Department of Altaic Studies and the Department of Medieval History, spoke on behalf of the former department about Ivanics’ academic career and presented the volume Ottomans–Crimea–Jochids: Studies in Honour of Mária Ivanics, in which leading Hungarian and foreign scholars and young researchers published papers dedicated to her. This Festschrift presents various aspects of the development of Turkic culture and languages, Turkic­Hungarian relations (including Ottoman-Hungarian relations), as well as the history and culture of the Ottoman Empire and the Golden Horde. It contains 29 works by scholars from universities in Germany, Russia, Turkey, Kazakhstan, and Hungary. The collected articles are presented in five languages – English, German, Russian, Hungarian, and Turkish.
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Laurynaitytė, Gryta, Asta Lignugarienė, and Skaidra Valiukevičienė. "Renowned scientist, pedagogue, and physician Dedicated to the memory of the 110th anniversary of Bronius Sidaravičius’s birth." Medicina 43, no. 9 (September 27, 2007): 679. http://dx.doi.org/10.3390/medicina43090087.

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This year we celebrate the 110th anniversary of Bronius Sidaravičius’s (1897–1969) birth. He was a renowned Lithuanian dermato-venereologist, professor, head of the Department of Skin and Venereal Diseases at Vytautas Magnus University (1935–1946, 1956–1969), the founder and the chair of the Lithuanian Society of Dermato-venereologists, coeditor of the prewar journal “Medicina.” He is an author of more than 100 articles and the very first course book on dermato-venereology in Lithuanian. He completed a part of his medical studies at universities in Germany. In Vienna University (1930), B. Sidaravičius performed clinical and experimental studies on the passive transmission of skin allergy, which had a major impact on the diagnostics of allergic skin diseases and specific desensibilization. He published the results of his study in the foreign literature and in the doctoral dissertation “Skin allergy and its treatment” in 1931. Thanks to the efforts of B. Sidaravičius and his colleagues, a progressive Law on Control and Prevention of Venereal Diseases was enacted in Lithuania. According to this Law, examinations and treatment of venereal diseases became compulsory and free of charge at state- or municipality-financed venereal outpatient units. This article was prepared on the basis of primary sources: protocols of the Council (the Faculty of Medicine, the University of Lithuania; since 1930 – Vytautas Magnus University) kept at the Museum of the History of Lithuania Medicine and Pharmacy as well as documents preserved at the Lithuanian State Archives and also scientific journals and periodicals both in Lithuanian and foreign languages.
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Goossen, Rachel Waltner, and V. R. Cardozier. "Colleges and Universities in World War II." History of Education Quarterly 34, no. 3 (1994): 387. http://dx.doi.org/10.2307/369976.

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Geiger, Roger L., and David S. Webster. "Academic Quality Rankings of American Colleges and Universities." History of Education Quarterly 27, no. 2 (1987): 278. http://dx.doi.org/10.2307/368479.

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Illuzzi, Michael C., and Alex Duke. "Importing Oxbridge: English Residential Colleges and American Universities." History of Education Quarterly 38, no. 3 (1998): 332. http://dx.doi.org/10.2307/369169.

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Dissertations / Theses on the topic "Universities and colleges – Germany – History"

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Dorn, Renee Felicia. "The relevance of Historically Black Colleges and Universities." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587240.

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Starting in the mid-1800s, Historically Black Colleges and Universities (HBCUs) were created for the purpose of educating Black students. Since their inception, HBCUs have transformed from institutions of higher learning with a core curriculum of teaching and ministerial education serving the Black community to progressive colleges and universities that provide bachelor, master, and doctorate degrees in specialized areas of study which serve and benefit communities of all races around the world. As advanced as HBCUs have become, they still have the stigma of being less than adequate producing underachieving students. An increase in publicity of their accomplishments would help to change public perceptions, but so far they have not received a lot of positive media attention. The question that continues to be asked and is the main question of this study is whether Historically Black Colleges and Universities are still relevant.

The research design for this investigation into HBCUs is a qualitative, multi-case study using purposive sampling in the selection of 4 universities or units. HBCU alumni and associates were interviewed to discuss their views on the relevance of HBCUs and how they plan to change public perceptions. The data gathering instruments used were documents, archived records, interviews, and researcher observations, and through the examination of four unique universities, questions about their missions, demographics, academic programs, graduation rates, accreditation, and accomplishments were researched with data collection and analysis occurring simultaneously.

The findings collected showed that the 4 HBCUs are still relevant because they serve a racially and economically diverse student body focusing on nurturing students and giving them the chance to excel in a comfortable learning environment with rigorous and challenging academic programs that are geared to prepare them to enter the workforce and succeed. They must be proactive and disseminate positive information to the public, including alumni, which could encourage them to support their alma maters. The 4 HBCUs still have some work to do to stay progressive and provide for their students, but the need for all HBCUs to educate is still apparent, not just for African-American students, but for all students.

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Hall, Mark Edwin. "A comparative history of seven Southern Baptist colleges and universities /." Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9123420.

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Humphries, Donna Irene Nisbet. "Canadian universities : a functional analysis." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/29672.

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This thesis identifies a university's typical administrative structure for the purpose of establishing a framework which working university archivists can use to acquire control of university records. The organizational structure of Canadian universities is examined with respect to their functions, juridical persons, and their relative competences. This study may be defined as a "functional analysis." The intertwined concepts of function, competence, and juridical persons serve as foundations for this thesis. A function is defined as the whole of the activities, considered abstractly, necessary to accomplish one purpose. A competence is the authority to carry out a determined sphere of activities within one function. Such authority, however, has to be delegated or assigned to a given office or individual, and that office or individual is termed a juridical person. Therefore, a link is forged between a function and a competence through a juridical person, because it is a juridical person who carries out certain duties and responsibilities within a specified function. Since juridical persons create records in the course of executing their competence, a functional analysis establishes the provenance of the records and places the records of an administrative body in the context of their creation. A functional analysis also reveals and explains the relationships and bonds between the records, record series, and record groups that comprise an administration's archival residue. These objectives -- understanding the organizational structure of the administrative body, identifying its functions, determining the provenance of its records, and placing records in the context of the activities that generate them — help archivists and records managers acquire a fundamental level of intellectual control over the administrative body's records. Without this knowledge, archivists and records managers cannot proceed with any of their own practices. By studying the history and development of universities from the Middles Ages to the twentieth century, this thesis identifies four functions which are common to all universities: Sustaining Itself, Teaching, Research, and Service to the Community. A number of juridical persons, either in the form of administrative bodies or individuals who comprise the administrative structure of the university, are then examined, and the functions with which with they are entrusted are ascertained by studying their competences. As a result of this analysis, the typical organizational structure of a university is revealed, the functional provenance of records created by universities (as a whole) are identified, and its records are placed in the context of the activities that generate them.
Arts, Faculty of
Library, Archival and Information Studies (SLAIS), School of
Graduate
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Dale, Andrea. "Wrestling with a fine woman : the history of postgraduate education in Australia, 1851-1993." Title page, table of contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phd139.pdf.

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Errata pasted onto front fly leaf. Bibliography: leaves 329-355. Studies the expansion of postgraduate education in Australia, particularly the research degree. Analyses the credentialling role of the postgraduate degree and the influence of overseas models of postgraduate education. Argues that the changing relationship between the state, the universities and the research sector has had a strong impact on the postgraduate sector.
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Duckenfield, B. "Changes to the celibacy rule at the colleges of Oxford and Cambridge Universities." Thesis, Kingston University, 2008. http://eprints.kingston.ac.uk/20257/.

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This thesis investigates the process of reforming the rule relating to celibacy for Fellows of Oxford and Cambridge colleges. This is the first full length study of the changes in Statutes removing the ban on marriage for Fellows of university colleges, combining research into university, religious, legal and social history. This study traces the origins of the obligatory rule of chastity at the universities' foundations until revision of their Statutes in 1882. Originally students at the universities undertook training as priests even if destined for other professions, therefore chastity was obligatory. The roles of the Church, Crown, and Parliament have been studied in relation to the origins of celibacy for priests, its continuance at the university colleges, throughout the reformation of religion, its preservation until almost the end of the nineteenth century and the consequences of intervention from all three establishments. The main structure of college administration, staff, way of life, and the impact upon reform of events, arguments and debates on the advantages and disadvantages of the system have also been examined and assessed. Key stages, incorporating a chronological view, in the process of changing university colleges from monastic type establishments into environments where married Fellows with families were accepted have been investigated and evaluated. This thesis demonstrates how political, economic, social and legal factors combined, both within and outside the universities, together with the efforts of a few persistent and far-sighted individuals, to create a climate favourable to change. The documents consulted cover a wide range of sources including college archives, government reports, parliamentary speeches, political and ecclesiastical proceedings, diaries, memoirs, biographies, autobiographies and newspapers. This study contributes to an understanding of the process of reform and seeks to demonstrate how, not one single event, but a variety of factors combined over a period of time created circumstances making changes acceptable and possible. It also throws new light on the influence and achievements of individuals, in particular James Heywood, Robert Potts, and Lord John Russell, and points to the need for further research into their lives and work.
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Hellyer, Marcus. "The last of the Aristotelians : the transformation of Jesuit physics in Germany /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9835406.

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Treganza, Jeffrey. "Professional training of singers and teachers of singing a comparative study of selected vocal performance and pedagogy programs in the United States of America and the Federal Republic of Germany." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2007. http://d-nb.info/985669837/04.

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Lumadue, Richard Thomas Lumsden D. Barry. "History and demise of The University Foundation in St. Augustine, Florida an institutional autopsy /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3646.

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Hinton, Armenta. "Applying a Leadership Framework to Historically Black Colleges and Universities (HBCUs) Post Fordice." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1382358660.

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Pearce, Elizabeth Helen. "King's College, purpose and accountability in higher education, the dilemma of King's College, 1827-1853." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0001/NQ41269.pdf.

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Books on the topic "Universities and colleges – Germany – History"

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Nazi Germany and the humanities: How German academics embraced Nazism. Oxford: Oneworld Publications, 2014.

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Eulenburg, Franz. Die Frequenz der deutschen Universitäten von ihrer Gründung bis zur Gegenwart. Berlin: Akademie Verlag, 1994.

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Hofstetter, Michael J. The romantic idea of the university: England and Germany, 1770-1850. Ann Arbor, MI: University Microfilms International, 1991.

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Howard, Thomas A. Protestant theology and the making of the modern German university. Oxford: Oxford University Press, 2009.

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Eine deutsche Sprachakademie: Gründungsversuche und Ursachen des Scheiterns (von den Sprachgesellschaften des 17. Jahrhunderts bis 1945). Frankfurt am Main: P. Lang, 1994.

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I, Nikitin P. Zwischen Dogma und gesundem Menschenverstand: Wie ich die Universitäten der deutschen Besatzungszone "sowjetisierte" : Erinnerungen des Sektorleiters Hochschulen und Wissenschaft der Sowjetischen Militäradministration in Deutschland. Berlin: Akademie Verlag, 1997.

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Tent, James F. The Free University of Berlin: A political history. Bloomington: Indiana University Press, 1988.

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Protestant theology and the making of the modern German university. Oxford: Oxford University Press, 2006.

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Germany: Its universities, theology and religion : with sketches of Neander, Tholuck, Olshausen, Hengstenberg, Twesten, Nitzsch, Muller, Ullmann, Rothe, Dorner, Lange, Ebrard, Wichern, and other distinguished German divines of the age. Philadelphia: Lindsay & Blakiston, 1990.

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Expansion and structural change: Higher education in Germany, the United States, and Japan, 1870-1990. Boulder, Colo: Westview Press, 1997.

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Book chapters on the topic "Universities and colleges – Germany – History"

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Earle, Jonathan. "Historically Black Colleges and Universities." In The Routledge Atlas of African American History, 119–21. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003123477-35.

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Ebright, Wanda K. W. "History of Historically Black Colleges and Universities." In Dance on the Historically Black College Campus, 17–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32444-5_3.

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Udías, Augustín. "Observatories in Jesuit Colleges and Universities in Europe (1540–1773)." In Searching the Heavens and the Earth: The History of Jesuit Observatories, 15–35. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0349-9_2.

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Filip, Birsen. "The Early Establishment of Political Economy Departments at American Colleges and Universities." In The Early History of Economics in the United States, 141–78. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003247715-5.

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Synnott, Marcia. "A Contentious History of Admissions Policies at American Colleges and Universities: Issues and Prospects." In Higher Education: Handbook of Theory and Research, 1–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66959-1_3-1.

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Synnott, Marcia. "A Contentious History of Admissions Policies at American Colleges and Universities: Issues and Prospects." In Higher Education: Handbook of Theory and Research, 31–79. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-76660-3_3.

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Wang, Hua. "The History of the Third Front Construction Resources and Innovative Practice of Ideological and Political Courses in Colleges and Universities." In Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022), 1932–41. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-89-3_220.

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Eaton, Judith S. "The Role of Quality Assurance and the Values of Higher Education." In The Promise of Higher Education, 181–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_28.

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AbstractQuality assurance, the internal and external examination of the effectiveness and performance of colleges and universities, has always played a crucial role in sustaining and improving the best of what higher education has done in the past in order to build the future. The “best” includes the core values of academic freedom, institutional autonomy and social responsibility. Quality assurance has a history of buttressing and, at times, leading our commitment to these fundamental values. In these early decades of the 21st century, quality assurance has been playing an especially vital role in sustaining core values as higher education takes on the challenges of change and innovation. Quality assurance plays this key role even as we adopt new teaching and learning practices, develop new types of institutions, engage new types of education providers and continue our commitment to expand access and equity in higher education. Add to this the current environment of both the Covid-19 pandemic and the major and painful focus on social change around issues of race and equality, and it is clear that quality assurance efforts are more important than ever.
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Darwall-Smith, Robin. "In the Centre and on the Periphery." In History of Universities: Volume XXXV / 1, 39–63. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192867445.003.0003.

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Abstract Georgian members of Oxford generally had an excellent command of Latin, and their knowledge of Greek improved during the century. However, this linguistic skill is not the same as a command of classical scholarship, be it in textual criticism or other fields. Case studies of some undergraduates’ reading matter shows how classics was one among several subjects studied by the more intellectually adventurous. In particular, science professors, for all that their subjects lay outside the curriculum, were regularly able to attract undergraduates to their lectures, because their subjects were not taught in Colleges. Oxford classical scholarship had its share of successes and failures, the former from Thomas Burgess, Samuel Musgrave, Peter Elmsley and others, the latter from John Shaw and Thomas Falconer. The University Press, meanwhile, was attracting classicists from abroad like Daniel Wyttenbach to publish with them. Contrasts are drawn with universities elsewhere, showing that in France and Italy the classics were much less studied than in Dutch and German universities. Another difference is that, whereas a scholar like Daniel Wyttenbach would devote his whole career to classics, in Oxford the study to classics was seen as a prelude to the higher study of theology, and many promising scholars at Oxford chose to give up classics in favour of theology.
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Newton, Adam Zachary. "Introduction." In Jewish Studies as Counterlife, 1–29. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823283958.003.0001.

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Beginning with an epigraph from Nietzsche that calls philologists to the essential but often overlooked task of setting forth philology “as a problem,” the introduction poses the same challenge to Jewish Studies and its practitioners—from its philological and historicist origins in nineteenth-century Germany to its current state in North American colleges and universities. Two animal fictions by Franz Kafka, “Investigations of a Dog” and “A Report to an Academy,” as personalized by two Jewish Americanists in professions of critical faith, jointly set the stage for an exposition of the book’s twofold title. This is followed by a brief history of the field and an initial consideration of its several dilemmas in content as well as form. The chapter concludes with four overarching questions posed to and for JS and a brief outline of the rest of the book.
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Conference papers on the topic "Universities and colleges – Germany – History"

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"Problems and Countermeasures of Chinese Ancient History Teaching in Colleges and Universities." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71112.

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Fan, Cuihong. "Cultivating Intentional Consciousness in Modern History Teaching." In 2017 3rd Conference on Education and Teaching in Colleges and Universities (CETCU 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cetcu-17.2017.39.

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Xu, Zuping. "Research on Teaching of Piano Art History Courses in Chinese and Russian Colleges and Universities." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.344.

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Zhu, Wen. "Research on the Teaching of Design History Course in Art Design Education in Colleges and Universities." In Proceedings of the 3rd International Seminar on Education Innovation and Economic Management (SEIEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/seiem-18.2019.177.

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"Research on the Network Course Construction and Practice of Chinese and Foreign Music History in Colleges and Universities." In 2017 2nd International Conference on Education & Education Research. Francis Academic Press, 2018. http://dx.doi.org/10.25236/eduer.2017.041.

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Liu, Peiqi. "A New Approach of Ideological and Political Education in Colleges and Universities with School History Museum as Carrier." In Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.111.

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Tianhu, Yang. "China Dream and the Ideological and Political Education of Colleges and Universities: based on Chinese Modern History Outline." In 2017 7th International Conference on Social Network, Communication and Education (SNCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/snce-17.2017.51.

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Ma, Shuang. "Sharing technology of party history learning educational resources of party members in colleges and universities based on big data analysis." In Third International Conference on Computer Vision and Data Mining (ICCVDM 2022), edited by Tao Zhang and Ting Yang. SPIE, 2023. http://dx.doi.org/10.1117/12.2660314.

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Peipei, Ren. "Research on the Practice Path of Party History Education in Colleges and Universities from the Perspective of “Three Comprehensive Education”." In 2022 International Conference on Creative Industry and Knowledge Economy (CIKE 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/aebmr.k.220404.011.

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Jiang, Yiwei. "A Study on the History of Student Work Changes in Colleges and Universities Since the Establishment of People's Republic of China." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.13.

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Reports on the topic "Universities and colleges – Germany – History"

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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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