Journal articles: '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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LeBeau, Ling Gao. "International Students in American Colleges and Universities: A History." Journal of International Students 2, no. 1 (January 1, 2012): 126–27. http://dx.doi.org/10.32674/jis.v2i1.544.

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International Students in American Colleges and Universities: A History provides a comprehensive historical overview of international student exchange in the U.S. The purpose of this book is to trace the history of international students in institutions of American higher education by enumerating why and how international students have studied in the U.S. since the 18th century. It also provides an overview of international students’ impact on American higher education and society. International educators will not only obtain historical knowledge of international students but also become enlightened about the field of internationalization.

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Reuben, J. A. "Going National: American History Instruction in Colleges and Universities." OAH Magazine of History 21, no. 2 (April 1, 2007): 33–38. http://dx.doi.org/10.1093/maghis/21.2.33.

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Moses, Ingrid. "Teaching and Research in Colleges and Universities: A Comparison between Australia and Germany." Higher Education Policy 7, no. 2 (June 1994): 33–35. http://dx.doi.org/10.1057/hep.1994.18.

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Fox, Robert. "Einstein in Oxford." Notes and Records: the Royal Society Journal of the History of Science 72, no. 3 (May 9, 2018): 293–318. http://dx.doi.org/10.1098/rsnr.2018.0002.

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Albert Einstein made three visits to Oxford between 1931 and 1933, staying for a month in the spring of each year. For our understanding of Einstein's work, the Rhodes Memorial Lectures that he delivered during his first visit are of special interest. They show him in a period of intense rethinking of his cosmological views in the light of Edwin Hubble's recent evidence in favour of an expanding universe, an idea that Einstein had hitherto opposed. The lectures, heavily mathematical and delivered in German, were challenging. Nevertheless, they were well received, and Frederick Lindemann (later Lord Cherwell) saw them as a springboard for a continuing association between Einstein and the University's Clarendon Laboratory. To that end, Lindemann persuaded his college, Christ Church, to invite Einstein for a month in 1932 and each of the four years that followed. The arrangement, part of Lindemann's plan to revitalize Oxford physics, was soon overtaken by political events in Germany and Einstein's emigration to Princeton in October 1933.

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Schwarz, Karl W. "Theologie in laizistischen Zeiten." Zeitschrift der Savigny-Stiftung für Rechtsgeschichte: Kanonistische Abteilung 106, no. 1 (August 27, 2020): 348–68. http://dx.doi.org/10.1515/zrgk-2020-0010.

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AbstractTheology in laicistic times. The breakdown of Habsburg monarchy and the consequences for protestantic colleges in the region of Danube and the Carpats. The article deals with the fate of protestant colleges in the Austrian-Hungarian Monarchy and its descendant states. Protestant teaching was restricted by a laicistic course of policy in Czechoslovakia (under Masaryk) and Austria (Socialist party). In Hungary, Horthy expected help and hope by the churches during the depression after the lost war, and therefore founded ecclesiastical academic institutes on university level. To this day, pastoral training is located in church-directed universities and colleges, whereas the public universities and colleges offer no theological courses. In Austria, the „Großdeutsche“ party supported the „Christlichsoziale“ party and its powerful (clerical) leader Ignaz Seipel under the condition that the 100 year old protestant seminary was incorporated with Vienna University. In Prag and Bratislava, Masaryk’s system of separation of state and church postboned the academic incorporation until 1990.

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Hashim, Rosnani. "Muslim Private Higher Educational Institutions in Malaysia: Issues and Challenges." ICR Journal 3, no. 3 (April 15, 2012): 474–88. http://dx.doi.org/10.52282/icr.v3i3.533.

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Privatisation of higher education is a global trend. There is an increasing demand for higher education due to the nature of work and economy today, and public universities and colleges cannot meet the demand with their limited financial resources from the government. Private higher education institutions (PHEI) seem to be the most attractive alternative to public universities and colleges in opening greater access to higher education. Malaysia is no exception, having about 25 private universities, 22 private university colleges and 410 private colleges and institutes. About a fourth of these PHEIs are Islamic institutions going by the name of the institutions or their ownership. However, private higher education institutions have their own issues and challenges. The most serious of them are preserving the philosophical goal of a balanced and integrated education despite market demands and sustaining its operation financially amidst a competitive environment. Yet, there are several opportunities for Islamic PHEIs especially in terms of international collaboration and exchanges. This article is an attempt to examine these issues and challenges or opportunities.

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Wei, Weiyi. "On the Application of Cultural Heritage in University Ideological and Political Education in the New Era." Learning & Education 10, no. 5 (March 13, 2022): 253. http://dx.doi.org/10.18282/l-e.v10i5.2763.

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Cultural heritage is the sum of all kinds of material and spiritual wealth left over by mankind in the long river of historical development. Various cultural heritages are the testimony of the development of human history, the scientific basis for historical education, and the precious wealth of society. The spiritual wealth contained in it has very important reference value for the ideological and political education of colleges and universities, The article tentatively proposes to integrate cultural heritage into ideological and political education in colleges and universities, in order to provide more possibilities and reference for the ideological and political education system in colleges and universities in the new era.

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Zellick, Graham. "United Kingdom: Freedom of speech in universities, polytechnics and colleges." Patterns of Prejudice 22, no. 1 (March 1988): 36–38. http://dx.doi.org/10.1080/0031322x.1988.9969941.

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Laforge, William N. "Campus Governance in U.S. Universities and Colleges." Review of European and Comparative Law 42, no. 3 (September 1, 2020): 113–40. http://dx.doi.org/10.31743/recl.8528.

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The governance of universities and colleges in the United States basically follows the concept and spirit of democracy embraced by the nation from its birth. The systems and practices in place at most U.S. institutions of higher learning include collaborative, representative, or collective decision-making arrangements known as shared governance. However, these systems and practices are hardly uniform due to the diversity of governance patterns that reflect the unique and different history, needs, and mission of a particular institution. Sometimes they are differentiated from, and contrasted with, corporate, business, and more authoritarian or centralized forms of institutional governance. In contrast with university governance elsewhere in the world—that can range from strong central government control to private self-regulated operations—the U.S. forms of campus governance have emerged in a country that does not have centralized authority over education. U.S. institutions of higher learning respond to a variety of controls and interests that are on display variously at public, private non-profit, private for-profit, and religious universities. Governance, authority, and administration are spread across a wide spectrum of players, including governing boards; presidents, chancellors, and other administrators; the academy/faculty; administrative staff; campus committees; students; and, even some external factors. Shared governance is not a perfect formula or panacea for university administration and decision-making. It does, however, provide a methodology, system, and concept that can help guide the leadership of a university as it approaches the administration and conduct of its educational responsibilities. In today’s higher education environment, the term governance is rather expansive. In one sense, it means top-down governance that is the rightful role and authority of an institutional board charged with overseeing policy, programming, performance, and executive guidance and evaluation. But, it also variously means the use of institutional strategies, operations, and components to distribute, disseminate, and “share” authority and responsibilities for a university’s administrative, management, and decision-making functions, i.e., “on-campus governance.” In this respect, shared governance “borrows” many of the attributes and principles of democratic government. In any case, shared governance, in its many forms and applications, is widely practiced in U.S. universities, including Delta State University.

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Ghansah, Benjamin, and Ben-Bright Benuwa. "Impact of Technology on University Leadership Effectiveness Among Academic Staff of Some Selected Private Universities in Ghana." International Journal of ICT Research in Africa and the Middle East 10, no. 2 (July 2021): 1–15. http://dx.doi.org/10.4018/ijictrame.290834.

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Throughout history, leaders in many countries have leveraged on technology to achieve supremacy and power; from German engineering and Japanese electronics to Indian software and Israeli cybersecurity. Patterns in the rise and fall of technological leadership show that such dominance should be understood from traditional factors that signal industrial power, geography and national ambition, and the complexity of emerging technologies. The ubiquitous nature of contemporary technologies and the explosion of mobile and other network-attached devices have been the catalysts and tipping points for most successful countries and leaders. This paper examines how advances in technology impact on university leadership effectiveness among academic staff working in four selected private universities in Ghana. Stratified random sampling method was used to gather data from respondents, comprising administrators, deans and heads of departments from Data Link Institute, Fountainhead University College, Central University and Methodist University College were used in the study.

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Dunning, David E. "The logic of the nation: Nationalism, formal logic, and interwar Poland." Studia Historiae Scientiarum 17 (December 12, 2018): 207–51. http://dx.doi.org/10.4467/2543702xshs.18.009.9329.

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Between the World Wars, a robust research community emerged in the nascent discipline of mathematical logic in Warsaw. Logic in Warsaw grew out of overlapping imperial legacies, launched mainly by Polish-speaking scholars who had trained in Habsburg universities and had come during the First World War to the University of Warsaw, an institution controlled until recently by Russia and reconstructed as Polish under the auspices of German occupation. The intellectuals who formed the Warsaw School of Logic embraced a patriotic Polish identity. Competitive nationalist attitudes were common among interwar scientists – a stance historians have called “Olympic internationalism,” in which nationalism and internationalism interacted as complementary rather than conflicting impulses. One of the School’s leaders, Jan Łukasiewicz, developed a system of notation that he promoted as a universal tool for logical research and communication. A number of his compatriots embraced it, but few logicians outside Poland did; Łukasiewicz’s notation thus inadvertently served as a distinctively national vehicle for his and his colleagues’ output. What he had intended as his most universally applicable invention became instead a respected but provincialized way of writing. Łukasiewicz’s system later spread in an unanticipated form, when postwar computer scientists found aspects of its design practical for working under the specific constraints of machinery; they developed a modified version for programming called “Reverse Polish Notation” (RPN). RPN attained a measure of international currency that Polish notation in logic never had, enjoying a global career in a different discipline outside its namesake country. The ways in which versions of the notation spread, and remained or did not remain “Polish” as they traveled, depended on how readers (whether in mathematical logic or computer science) chose to read it; the production of a nationalized science was inseparable from its international reception.

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Yang, Ping. "Research on Countermeasures for Private Colleges and Universities to Promote the Development of Local Folk Culture under the New Momentum Strategy." BCP Social Sciences & Humanities 15 (March 13, 2022): 17–21. http://dx.doi.org/10.54691/bcpssh.v15i.357.

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Excellent folk culture is a valuable asset of traditional culture and an important resource for traditional cultural education and quality education for students. It is especially valuable for deepening the ideological and political education of students in private colleges and universities. The development of folk culture education by local private colleges and universities has the significance of improving the overall quality of students, promoting the construction of campus culture, and promoting the construction of local culture. It should follow the complementarity of local culture and Chinese culture, the connection of professionalism and national spirit, art education and patriotic education. The principle of integration, the distinction between cultural essence and cultural dross. Private colleges and universities should cultivate students' folk culture literacy, bring folk culture into campuses and classrooms, so that students can truly feel the value of folk culture, understand the history of folk culture, and better inherit folk culture. Doing a good job in ideological and political education in private colleges and universities in the new era requires a comprehensive understanding, deep thinking, and full play of the positive value of excellent folk culture, and the actual effects of ideological and political education in private colleges and universities. Culture is not only a spiritual force, but also productivity. "Culture +" can increase mutual promotion. For Fushun City in Liaoning Province, it is necessary to combine the local characteristic culture and give the culture new vitality.

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Lukas, Vilmar A. "New system of higher engineering education in Germany." Izvestiya vysshikh uchebnykh zavedenii Gornyi zhurnal 6 (September 15, 2021): 98–107. http://dx.doi.org/10.21440/0536-1028-2021-6-98-107.

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Introduction. The paper registers some significant changes that higher mining education has undergone over the past decades, including the ones that occurred in Germany. Mineral production on the Eurasian continent has been decreasing gradually and resulted in the declining demand for mining specialists. It is in German that the tendency was the most pronounced. Reduced number of students and the subsequent reduction in the number of mining and geological departments concerned all leading centers of mining education. Relevance. Higher educational institutions in Germany are looking for a way out of the crisis reorienting their teaching and scientific activity to the allied sciences, in particular oil and gas production, underground engineering structures construction, production and processing of unconventional natural resources, subsea production, environment-related activities, and spoil disposal. Colleges also train specialists for other countries and international mining corporations. Methods of research. The paper provides examples and analysis of new curricula in the universities of Freiberg, Aachen, Clausthal, etc. These mining schools have accumulated considerable experience in reforming and developing mining education. Current state. The mining field of vocational training in German colleges has acquired an integrated name which can be translated as the “technology of mineral raw materials”. Traditional mining specialisms are being combined and consolidated. New methodological approaches are being extensively introduced. These steps are to improve the appeal of the mining education for the youth and arouse employers interest in the specialists of a new specialism.

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Lukas, Vilmar A. "New system of higher engineering education in Germany." Izvestiya vysshikh uchebnykh zavedenii Gornyi zhurnal 6 (September 15, 2021): 98–107. http://dx.doi.org/10.21440/0536-1028-2021-6-98-107.

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Introduction. The paper registers some significant changes that higher mining education has undergone over the past decades, including the ones that occurred in Germany. Mineral production on the Eurasian continent has been decreasing gradually and resulted in the declining demand for mining specialists. It is in German that the tendency was the most pronounced. Reduced number of students and the subsequent reduction in the number of mining and geological departments concerned all leading centers of mining education. Relevance. Higher educational institutions in Germany are looking for a way out of the crisis reorienting their teaching and scientific activity to the allied sciences, in particular oil and gas production, underground engineering structures construction, production and processing of unconventional natural resources, subsea production, environment-related activities, and spoil disposal. Colleges also train specialists for other countries and international mining corporations. Methods of research. The paper provides examples and analysis of new curricula in the universities of Freiberg, Aachen, Clausthal, etc. These mining schools have accumulated considerable experience in reforming and developing mining education. Current state. The mining field of vocational training in German colleges has acquired an integrated name which can be translated as the “technology of mineral raw materials”. Traditional mining specialisms are being combined and consolidated. New methodological approaches are being extensively introduced. These steps are to improve the appeal of the mining education for the youth and arouse employers interest in the specialists of a new specialism.

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Hughes, Bob. "Complementarity Between the Transfer Goals of Community Colleges and Historically Black Colleges and Universities: Learning from History." Community College Journal of Research and Practice 36, no. 2 (December 12, 2011): 81–92. http://dx.doi.org/10.1080/10668920802466525.

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Roberts, Jon H. "Conservative Evangelicals and Science Education in American Colleges and Universities, 1890-1940." Journal of The Historical Society 5, no. 3 (August 4, 2005): 297–329. http://dx.doi.org/10.1111/j.1540-5923.2005.00132.x.

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Bañuelos, Nidia. "Why We Need More Histories of Low-Status Institutions." History of Education Quarterly 60, no. 2 (May 2020): 246–60. http://dx.doi.org/10.1017/heq.2020.21.

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As scholars of higher education regularly point out, American universities face a fundamental tension between access and exclusion. On the one hand, as publicly supported institutions operating in a democracy, they are charged with promoting social mobility and sharing knowledge that can improve society. On the other, they are tasked with identifying and supporting elites—those talented, ambitious, and hardworking individuals who deserve the most money and accolades. In his 1993 History of Education Society presidential address, “Race, Meritocracy, and the American Academy during the Immediate Post-World War II Era,” historian James Anderson describes one way in which northern white colleges and universities coped with this tension after World War II. During this time, Fred Wale, director of education for the Julius Rosenwald Fund, compiled a list of 150 outstanding black scholars with degrees from schools like the University of Chicago, Harvard, Columbia, and the University of Michigan; extensive teaching experience at historically black colleges and universities (HBCUs); and highly regarded publication records. Wale sent his list to hundreds of university presidents, encouraging them to consider these qualified candidates for faculty appointments. His efforts made minimal impact: between 1945 and 1947, only twenty-three of the scholars on Wale's list were offered permanent faculty positions at northern white universities.

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Plappert, Claudia, Joachim Graf, Elisabeth Simoes, Stefani Schönhardt, and Harald Abele. "The Academization of Midwifery in the Context of the Amendment of the German Midwifery Law: Current Developments and Challenges." Geburtshilfe und Frauenheilkunde 79, no. 08 (August 2019): 854–62. http://dx.doi.org/10.1055/a-0958-9519.

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AbstractGermany faces the challenge of enforcing the academization of midwifery training in the upcoming months in order to comply with Directive 2013/55/EU. This paper outlines the related developments and challenges. At the moment, midwifery training in Germany is still predominantly carried out in technical colleges. In 2019, less than 20% of midwifery training places were college-based. The current standard training is a dual training system which combines vocational training with academic-based courses, but this approach will no longer be feasible once the EU directive has been fully implemented. Although the existing draft legislation completely transfers midwifery training to institutions of higher education, various aspects of this concept have remained vague and do not take account of the laws on higher education in the individual federal states. Moreover, if midwifery training is to be provided by both universities and colleges, this will lead to quite different levels of academization within a relatively small professional group. The concept that universities offer primary qualifications comes closest to the required quality standards for professional, science-based, practical and evidence-based midwifery training.

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Williams, Wiley J. "History of North Carolina Libraries and Librarianship: A Bibliography, Part III." North Carolina Libraries 62, no. 3 (January 19, 2009): 140. http://dx.doi.org/10.3776/ncl.v62i3.123.

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This is Part III of a four-part bibliography. It includes sources of library history of North Carolina colleges, universities, and community colleges, as well as general sources on North Carolina and United States library history. Part I, which was published in the Spring 2004 issue of North Carolina Libraries, included sources of library history of North Carolina public libraries in general, and histories of publiclibraries in Alamance through Guilford counties. Part II, which was published in the Summer 2004 issue, included the histories of public libraries in Halifax through Yadkin counties.

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Deng, Yilan. "Study on the advantages and paths of using Zunyi's red cultural resources to develop party history education in universities." BCP Social Sciences & Humanities 19 (August 30, 2022): 50–54. http://dx.doi.org/10.54691/bcpssh.v19i.1550.

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The Party has developed a unique red culture during its great century-long journey, which arose from the revolution and flourished in the new era. Among them, Zunyi's red cultural resources also contain a precious revolutionary spirit and profound cultural connotations. As part of the red culture born after the Communist Party of China, Zunyi's red cultural resources include not only material culture but also immaterial culture. This paper explores the value of integrating Zunyi red cultural resources into party history education in colleges and universities, and strives to explore a practical and effective integration path, with a view to promoting the important role of Zunyi red cultural resources in party history education in colleges and universities.

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Axelrod, Paul. "Making Managers in Canada, 1945–1995: Companies, Community Colleges, and Universities." Canadian Historical Review 100, no. 3 (August 2019): 502–3. http://dx.doi.org/10.3138/chr.100.3.br22.

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Wu, Junyan, and Wenjun Tang. "Reform Method of University Legal Education Based on Artificial Intelligence and Wireless Communication." Wireless Communications and Mobile Computing 2022 (April 11, 2022): 1–7. http://dx.doi.org/10.1155/2022/2574911.

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The construction and development of legal education in colleges and universities are an important driving force for the construction of a society ruled by law. Looking at the history of the development of legal education in colleges and universities, it can be said that every major change in it has an important relationship with the changes in the social background. Under the background of the rapid development of wireless communication and artificial intelligence technology at this stage, legal education in colleges and universities has also ushered in a new opportunity for upgrading. The purpose of this paper is at studying the realization path of legal education reform in colleges and universities based on the background of the new era. To consolidate the achievements in this field through active reform and to solve the main problems by constructing an optimized teaching system, in the selection of the survey method, the research uses the questionnaire survey method as the main source of data. According to the questionnaire, 60% of the students indicated that they would take the initiative to study and continue to try new assessment methods to adapt to the autonomous learning of the law. Teachers should try their best to let students fully experience law teaching under wireless communication and AI in their usual teaching.

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Wan,, Chang Da. "The Universities and University Colleges Act in Malaysia: History, Contexts and Development." Kajian Malaysia 37, no. 2 (2019): 1–20. http://dx.doi.org/10.21315/km2019.37.2.1.

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Hou, Tiantian. "The Integration of Network Teaching and Chinese Art History Education in Colleges." Journal of Contemporary Educational Research 5, no. 5 (May 31, 2021): 47–50. http://dx.doi.org/10.26689/jcer.v5i5.2150.

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Based on the network teaching model, this article briefly summarizes the development of Chinese art history education in universities, analyzes the importance of integrating network teaching in Chinese art history lessons, and explores the integration strategy.

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Probst, C. "Complicity in the Holocaust: Churches and Universities in Nazi Germany." German History 31, no. 4 (July 12, 2013): 600–601. http://dx.doi.org/10.1093/gerhis/ght053.

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Sestanovic, Aljosa, Fayyaz Hussain Qureshi, and Sarwar Khawaja. "Academic Endowments in the United Kingdom – Do They Make a Difference?" International Research in Higher Education 6, no. 4 (January 4, 2022): 11. http://dx.doi.org/10.5430/irhe.v6n4p11.

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This paper analyses the role and significance of the endowments for the UK higher education system. We have systematised the metrics commonly used to measure the performance of the academic endowments. To collect the data about universities and colleges, we exploited the data provided by the HESA (Higher Education Statistics Agency) that collect and disseminate UK higher education data and the data provided by the Charity Commission for England and Wales. The size of the university and colleges endowments is valued using their respective financial statements, using endowment reserve account of the balance sheet.The academic endowments linked with the UK universities and colleges are estimated to be worth £15.8 billion in 2020. According to the number of the endowments linked with universities and colleges endowments, they play a significant role in the UK higher education system. However, there is a notable difference concerning endowment size between the few most reputable academic institutions and other universities and colleges. For example, the two largest endowments (the University of Oxford and the University of Cambridge with accompanied colleges endowments) in 2020 had a share of 75% measured by the size of the endowment assets. Moreover, this 75% has been stable during the last several years.In addition, the UK academic endowments are much smaller than their US counterparts and thus generally have lesser significance for the UK higher education system, while they may play a significant role for particular institutions. The endowment size per student has also been much smaller in the UK than in the US. Except for the six universities and colleges, the share of the income coming from endowments and donations in the total income has been relatively low, 2% or less. Considering the long history and tradition of the endowments in England, their role in the UK higher education system is deeply rooted. However, with their historical performance and significance for some higher education providers, there is an opportunity for a more prominent role in the future.

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Baldwin, John, Neil Raven, and Robin Webber-Jones. "Differences by degree: the access and participation plans of further education colleges and universities." Widening Participation and Lifelong Learning 24, no. 1 (April 30, 2022): 6–27. http://dx.doi.org/10.5456/wpll.24.1.6.

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If an English higher education institution wishes to charge higher tuition fees it must produce an access and participation plan to indicate how it intends to recruit students from under-represented backgrounds. This article evaluates the impact that the regime for producing access and participation plans (APPs) in England has had on further education colleges [FECs] that offer higher education courses. It explores the history of the introduction of APPs and how they are produced. Comparisons are made of paired universities and further education colleges. In particular, consideration is given to the content of the plans and the work imposed on the institutions in producing plans, with questions raised over whether the same APP regime should be imposed on colleges considering the major differences in character and focus between FECs and universities. The article concludes by advocating changes to the process of completing APPs by colleges.

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Burke, Peter. "Writing the history of knowledge in Brazil." História, Ciências, Saúde-Manguinhos 25, no. 3 (September 2018): 859–69. http://dx.doi.org/10.1590/s0104-59702018000400014.

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Abstract This article surveys recent contributions to the history of knowledge in Brazil, mainly concerned with the history of the sciences, and makes some suggestions about the future development of the field, focussing on the different spaces or sites of knowledge (colleges and universities, museums, archives, botanical gardens, observatories, newspapers, foundations and so on) that have proliferated in the last 200 years in particular.

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Staten, Bridget H., David Staten, Antoinette C. Hollis, and Tyra Turner Whittaker. "Diversity and Rehabilitation Counseling: A Historical Perspective of the Contributions of Minority Serving Institutions to the Field of Rehabilitation Counseling." Rehabilitation Research, Policy, and Education 23, no. 3 (August 1, 2009): 149–58. http://dx.doi.org/10.1891/2168-6653.23.3.149.

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This article provides a historical overview of Minority Serving Institutions (MSIs) including Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions (HSIs), Asian American and Pacific Islander Serving Institutions (AAPISIs) and Tribal Colleges and Universities (TCUs). A review of the history of MSIs and their inception is covered. Also, trends in federal support for MSIs is provided to gain a better understanding of the importance of these institutions to the field of rehabilitation counseling. A historical perspective of rehabilitation counselor education programs is provided including the role of the Council on Rehabilitation Education. Implications for additional empirical research are provided.

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Yan, Suyuan, and Mei Jiang. "Research on Innovation of Ideological and Political Work in Private Colleges and Universities in the New Era." Journal of Education, Humanities and Social Sciences 6 (December 31, 2022): 1–4. http://dx.doi.org/10.54097/ehss.v6i.4032.

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Private colleges and universities have particularities in the sources of funds, history, management system and teaching objects,to a certain extent, which affected the practice and development of ideological and political work of school. Taking Hunan International Economics University, which ranks high in the country as an example, carefully analyzing and summarizing the difficulties and innovations in the field of ideological and political work will be conducive to further strengthen the socialist direction of private colleges and universities, promote the long-term development of faculty and staff, and also provide help for better training of talents.

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Loss, Christopher P. "“No Operation in an Academic Ivory Tower”: World War II and the Politics of Social Knowledge." History of Education Quarterly 60, no. 2 (May 2020): 214–27. http://dx.doi.org/10.1017/heq.2020.22.

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America's sprawling system of colleges and universities has been built on the ruins of war. After the American Revolution the cash-strapped central government sold land grants to raise revenue and build colleges and schools in newly conquered lands. During the Civil War, the federal government built on this earlier precedent when it passed the 1862 Morrill Land-Grant College Act, which created the nation's system of publicly supported land-grant colleges. And during Reconstruction, the Freedmen's Bureau, operating under the auspices of the War Department, aided former slaves in creating thousands of schools to help protect their hard-fought freedoms. Not only do “wars make states,” as sociologist Charles Tilly claimed, but wars have also shaped the politics of knowledge in the modern university in powerful and lasting ways.

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He, Chaohu, Zhenpeng Huang, and Liaokun Ye. "RESEARCH ON THE SUSTAINABLE DEVELOPMENT OF PHYSICAL EDUCATION STUDENTS’ EXERCISE IN COLLEGES AND UNIVERSITIES." Revista Brasileira de Medicina do Esporte 27, no. 5 (September 2021): 490–93. http://dx.doi.org/10.1590/1517-8692202127042021_0089.

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ABSTRACT Introduction: The essence of sustainable development is ecological civilization. The entire modern development, including sports in colleges and universities, is built based on resource conservation, enhanced environmental support capabilities, and a virtuous ecological environment cycle to achieve sustainable economic and social development. Objective: Looking at the development history of sports in Chinese colleges and universities for more than 50 years, there have been many successful experiences in human resource development, and there are also many problems that need to be solved. Methods: The author took 442 people from 4 provinces as the survey object, researched and discussed the evaluation indicators of the sustainable development of sports in colleges and universities. After factor analysis and professional theoretical research, a total of 15 indicators in 5 categories were established: science and technology, moral education, system Standard category, economic, competitive development category, external input category, and the coach training system category that eliminates “inbreeding.” Results: The author found in the research that both sports and non-sports families in China are unwilling to engage in sports and college sports for their children. The main reasons are traditional ideological issues, sports social status issues, and athletes’ education issues. Among them, coaches, the “inbreeding” training system is one of the main reasons that affect the sports talent resources of colleges and universities in China. Conclusions: There can be at least five types of evaluation indicators for the sustainable development of sports in Chinese colleges and universities: science and technology and ethics education, institutional norms, economic and competitive development, external investment, and a coach training system that eliminates inbreeding. The income of sports families is generally lower than that of non-sports families, and their education level is also lower. Level of evidence II; Therapeutic studies - investigation of treatment results.

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Liu, Hui, Haidi He, Chunhong Zhang, and Shan Xu. "Application of blended teaching in public elective courses of design class." MATEC Web of Conferences 355 (2022): 03057. http://dx.doi.org/10.1051/matecconf/202235503057.

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The development of education informatization has brought opportunities for teaching reform in colleges and universities, but there are still some shortcomings when applied to public elective courses (PEC). The Blended Teaching mode that combines the advantages of MOOC and SPOC teaching provides a new exploration for improving the teaching effect of public elective courses. This article relies on the “Everybody Loves Design” MOOC national boutique online open course of Chinese universities, and applies the Blended Teaching model to the teaching of “Industrial Design History” course, a PEC in Z colleges and universities. A teaching model including the selection of course teaching platform and teaching resources, teaching implementation, teaching effect evaluation, teaching reflection, etc was constructed. The results show that this model has a positive effect on improving students’ learning interest, learning autonomy and learning effect.

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Zhang, Danning. "Analysis of University Management Model of National Higher Education Institutions Based on Machine Learning Algorithm." Mobile Information Systems 2022 (September 27, 2022): 1–7. http://dx.doi.org/10.1155/2022/4553185.

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The development of state-owned colleges and universities has a long history and profound foundation, which has more political tasks in the field of higher education in China; national development cannot be separated from the next generation of education. The purpose of this paper is to analyze the effectiveness and advantages of using machine learning algorithm in the efficient management model of national higher education institutions; by comparing the effect of university management mode and teaching facility environment under different environments; compare the teaching management quality and coupling analysis under different algorithms; the results are statistically significant; through the research, it is found that the algorithm of machine learning has a positive impact on the data processing and auxiliary management mode based on the degree of anthropomorphic simulation, it can effectively improve the level and quality of education management in Colleges and universities and enhance students’ learning motivation and ideological value; conform to the development concept of social sustainable development; it has research value and positive significance for the future management of educational colleges and universities.

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Zhao, Wu, Zhe Zhou, and Haibo Jiang. "The Mechanism of Safety Culture Construction in Chinese Universities Based on POI Data and Gravity Model." Advances in Multimedia 2022 (October 7, 2022): 1–11. http://dx.doi.org/10.1155/2022/8223516.

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Safety culture includes concept culture, system culture, behavior culture, and material culture. With the development of social economy, the importance of safety culture has been recognized by the whole society. Campus security is not only related to the common interests of the campus teachers and students but also related to the fundamental interests of each individual in the campus. In order to build a “harmonious society,” building a “harmonious campus” is an important work. Strengthening the construction of safety culture in colleges and universities is not only the objective need of building a harmonious society, promoting the reform and development of colleges and universities, and running a university with the satisfaction of the people but also the urgent requirement of cultivating high-quality professionals with safety responsibility consciousness and safety behavior ability. Starting from the history of safety culture construction, this paper reviews and summarizes the course of safety culture construction in colleges and universities, analyzes the present situation of safety culture construction in colleges and universities, and takes the safety construction theory as the guide. This paper introduces an automatic extraction technology of Internet map POI data. The organization form of Html webpage content, the automatic analysis, and the extraction of POI are realized by programming. The experimental results show that the address standardization method proposed in this paper has high accuracy of address standardization, and the weighted multiattribute similarity POI matching method can also effectively update the increment of POI data.

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Gasman, Marybeth. "Rhetoric vs. Reality: The Fundraising Messages of the United Negro College Fund in the Immediate Aftermath of the Brown Decision." History of Education Quarterly 44, no. 1 (2004): 70–94. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00146.x.

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When the Supreme Court handed down its historic decision in the Spring of 1954, there was a rash of predictions and advocacies of the demise of Negro institutions of higher education. Relaxed and sober discussion and analysis have brought more sophistication relative to this group of colleges and universities.—Robert C. Weaver, 1960

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Penvenne, Jeanne, and Daniel Smith. "African History: Selected Reading Lists and Course Outlines from American Colleges and Universities." International Journal of African Historical Studies 20, no. 3 (1987): 577. http://dx.doi.org/10.2307/219739.

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Coates, Rodney D., Joe E. Feagin, Heman Vera, and Nikitah Imani. "The Agony of Education: Black Students at White Colleges and Universities." Social Forces 75, no. 4 (June 1997): 1501. http://dx.doi.org/10.2307/2580701.

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Kayadibi, Saim. "Islamic Civilisation: Awakening Parameters." ICR Journal 3, no. 3 (April 15, 2012): 489–505. http://dx.doi.org/10.52282/icr.v3i3.534.

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Privatisation of higher education is a global trend. There is an increasing demand for higher education due to the nature of work and economy today, and public universities and colleges cannot meet the demand with their limited financial resources from the government. Private higher education institutions (PHEI) seem to be the most attractive alternative to public universities and colleges in opening greater access to higher education. Malaysia is no exception, having about 25 private universities, 22 private university colleges and 410 private colleges and institutes. About a fourth of these PHEIs are Islamic institutions going by the name of the institutions or their ownership. However, private higher education institutions have their own issues and challenges. The most serious of them are preserving the philosophical goal of a balanced and integrated education despite market demands and sustaining its operation financially amidst a competitive environment. Yet, there are several opportunities for Islamic PHEIs especially in terms of international collaboration and exchanges. This article is an attempt to examine these issues and challenges or opportunities. The Muslim world’s significant contribution to the development of world civilisation deserves further investigation. History’s leading Muslim empires all assumed momentous responsibilities in adapting Islamic civilisation to changing times. The author argues that researching and studying the input of their intelligentsias and elites would be a necessary requirement for any Islamic ‘renaissance’. Western civilisation, often presented as the only civilisation that has enabled the world to progress, ignores the contributions of all other civilisations. This article underlines the significance of Islamic civilisation by exploring the Muslims’ reawakening process and humanity’s need for a new world system, one that reflects Islamic civilisation’s understanding and practice of ontological freedom, security, and human rights.

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Xia, Zhen. "On the Triple Dimensions of Integrating Chinese Excellent Traditional Culture into Ideological and political educations in Colleges and Universities from the Perspective of "Two Combinations"." Journal of Education and Educational Research 1, no. 3 (January 6, 2023): 10–14. http://dx.doi.org/10.54097/jeer.v1i3.3935.

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As the new historical journey is about to begin, it is the proper meaning of the continuation of cultural blood to deeply understand and grasp the proposition of "two combinations". Excellent Chinese traditional culture has a profound philosophical foundation, which is the essence of Chinese culture with a long history. Integrating it into Ideological and political education teaching in colleges and universities is conducive to innovating the teaching methods of Ideological and political education. While realizing the creative transformation of traditional culture, it can promote the reform and innovation of Ideological and political education teaching in colleges and universities, enhance the cultural pride and identity of college students, and enhance the educational effect of Ideological and political education.

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

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