Gotowe bibliografie tematyczne / Catholic universities

Gotowa bibliografia na temat „Catholic universities”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 19 lutego 2022

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Artykuły w czasopismach na temat "Catholic universities"

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Beyer, Gerald J. "Labor Unions, Adjuncts, and the Mission and Identity of Catholic Universities". Horizons 42, nr 1 (21.05.2015): 1–37. http://dx.doi.org/10.1017/hor.2015.46.

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Catholic social teaching (CST) has long endorsed the right of all workers to unionize. However, many US Catholics exhibit an antiunion bias. In addition, Catholic institutions have engaged in union busting, thereby flouting CST. Focusing on the recent efforts of adjuncts to unionize at Catholic universities, this article argues that union busting jeopardizes the faith and conscience formation of students and undermines the evangelizing mission of Catholic universities. The article debunks the appeal to religious liberty by Catholic institutions to circumvent the National Labor Relations Board's injunctions to allow adjuncts to unionize. It also refutes the argument that the National Labor Relations Act imposes a style of collective bargaining contrary to the harmonious vision of labor relations in CST. Succinctly stated, the article contends there is no legitimate reason for Catholic universities to thwart the unionization efforts of adjuncts, particularly given the systematically unjust work conditions many of them face.
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Davies, Brian. "Aquinas and Catholic Universities". New Blackfriars 86, nr 1003 (maj 2005): 276–90. http://dx.doi.org/10.1111/j.0028-4289.2005.00083.x.

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Rodden, John. "Less “Catholic,” More “catholic”? American Catholic Universities Since Vatican II". Society 50, nr 1 (27.12.2012): 21–27. http://dx.doi.org/10.1007/s12115-012-9614-0.

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Sullivan, John. "Catholic universities as counter-cultural to universities PLC". International Studies in Catholic Education 11, nr 2 (3.07.2019): 190–203. http://dx.doi.org/10.1080/19422539.2019.1641051.

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Hunt, John J. "Correspondence: Catholic Universities and Civil Rights". Academe 74, nr 4 (1988): 9. http://dx.doi.org/10.2307/40249890.

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Kobel, Ihor. "Inclusive Policies in the Catholic Universities." Actual problems of the correctional education 13, nr 1 (10.06.2019): 73–91. http://dx.doi.org/10.32626/2413-2578.2019-13.73-91.

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Dyduch, Jan. "Posłannictwo uniwersytetów w świetle dokumentów kościelnych". Prawo Kanoniczne 38, nr 1-2 (15.06.1995): 79–90. http://dx.doi.org/10.21697/pk.1995.38.1-2.05.

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A Universities’ Mission in Light of the Church’s DocumentsA university has its source and origin in the Church, because the world’s first universities came into existence through the inspiration and initiative of the Church. In modern times, they are also being established by the Church and surrounded by Her care. The Church’s pastoral care refers not only to the Catholic universities but to all universities as well. The Church wants to be present there establishing dialogue between faith and learning and building a bond between culture and the Gospel. The Church is concerned that evangelization would take place within the universities and that they would become centers of evangelization. If the university’s community serves the truth and conveys to, and at the same time, serves man whom it should integrally form through education and formation, then it evangelizes. The Church’s presence in universities may be seen in various institutions, for example: Catholic universities, faculties of theology, departments of theological sciences, university parishes, students’ chaplaincy, committee of students’ pastoral care, etc.; however, the Church is present there, particularly, when the faithful - laity and clergy - give living witness to the Gospel through their words and lives.
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Brosens, Ivo. "Are Catholic universities giving up reproductive medicine?" Reproductive BioMedicine Online 15 (styczeń 2007): 43–46. http://dx.doi.org/10.1016/s1472-6483(10)60549-4.

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Bush, Jonathan. "Lay Catholic Support for Exiled Polish Intellectuals in Britain, 1942–1962". Downside Review 135, nr 4 (październik 2017): 199–222. http://dx.doi.org/10.1177/0012580617735778.

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This article examines the hitherto unexplored role of lay Catholics in the tertiary education of Polish exiles in Britain, from the early 1940s to the beginning of the Second Vatican Council in 1962. It will examine the work of the Newman Association, a predominantly lay Catholic graduate society, as a case study to reveal how lay activism towards European exiles was influenced by a range of social, theological and political factors. It will highlight the ways in which support for Polish Catholic education could be manifested, including the establishment of a cultural hub in London, a scholarship programme to assist Polish students in British and Irish universities, and the development of cultural links with individuals and organisations within Poland. Ultimately, this article demonstrates the growing confidence of educated lay Catholics in breaking out of their historically subordinate role within the English Catholic Church in the years prior to Vatican II.
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Sanders, Theresa. "American Catholic Universities and the Passion for the Impossible". Horizons 27, nr 2 (2000): 239–55. http://dx.doi.org/10.1017/s0360966900032540.

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AbstractRecent debate regarding the implementation of Ex Corde Ecclesiae has led many Catholic colleges and universities to reexamine their identity in relation to the church. Often departments of theology and religious studies are charged with maintaining the “Catholic” character of a campus, with negative effects. Much of the reaction to Ex Corde has been framed in terms of free speech, American systems of tenure, and religious diversity. This paper, however, suggests that holiness, understood as an ever-deepening awareness of Mystery (Rahner) or as “a passion for the impossible” (Caputo) might be a more fruitful context for dialogue between Catholic institutions of higher education and the Vatican.
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Rozprawy doktorskie na temat "Catholic universities"

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Elder, William Scott. "Catholic universities in the new Code of canon law". Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Williamson, Robin Marie. "Student Engagement Theory: A Comparison of Jesuit, Catholic, and Christian Universities". Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28491/.

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This research study analyzed the results of the Jesuit Universities Consortium in comparison with the results of the Catholic Colleges and Universities and the Council for Christian Colleges Consortia as measured by the 2005 National Survey of Student Engagement (NSSE) in order to determine and identify any statistically significant differences between the consortia. One-way ANOVA analyses and Tukey HSD post hoc comparisons were conducted on the data from freshmen/first year students and seniors/fourth year students on each of the five clusters of the NSSE to determine any statistically significant difference and, subsequently, the effect size of any found differences. The study found that there were statistically significant differences on the following: 1) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Council for Christian Colleges and Universities Consortium on the NSSE cluster of Academic Challenge, 2) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Catholic Colleges and Universities Consortium on the NSSE cluster of Enriching Educational Experiences, 3) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Council for Christian Colleges and Universities Consortium on the NSSE cluster of Supportive Campus Environment, 4) seniors/fourth year students in the Jesuit Universities Consortium and the seniors/fourth year students in the Catholic Colleges and Universities Consortium on the NSSE cluster of Active and Collaborative Learning, and 5) seniors/fourth year students in the Jesuit Universities Consortium and the seniors/fourth year students in both of the Catholic Colleges and Universities and the Council for Christian Colleges and Universities Consortia on the NSSE cluster of Supportive Campus Environment. While statistically significant differences were found in the aforementioned analyses, effect sizes were small for all. Future research studies, including longitudinal studies, are needed to fully investigate levels of student engagement within the three consortia.
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Naumann, Donald R. "Student Affairs Personnel as Agents of Institutional Mission at Catholic Colleges and Universities". Thesis, Notre Dame of Maryland University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3735891.

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This study investigated the methods of professional development used for institutional mission education, the role of the senior student affairs officer in delivering professional development, and the frequency of mission education that entry-level staff receives within the Division of Student Affairs at Catholic colleges and universities. The targeted population for the study encompassed senior student affairs officers (SSAOs) working in student affairs at Catholic colleges and universities within the United States.

The study found that prior knowledge and understanding of institutional mission is important for new entry-level student affairs practitioners to join the Catholic college or university student affairs community. The study also categorized common strategies of education for institutional mission into two subgroups: formal and collaborative. Finally, the research study found that there were no institutional characteristics that were significantly linked to institutional mission education training for new student affairs staff. However research results showed a slight difference in that institutions with Offices of Mission offered mission training with greater frequency than institutions without an Office of Mission.

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Zorzi, Daniel J. "Towards altering canonical status: A case for Catholic universities and colleges in Canada". Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9568.

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In the Apostolic Constitution, Ex corde Ecclesiae, John Paul II states that the Catholic university and college is a human institution wherein the members critically assist in the on-going promotion of human dignity and cultural heritage through the three-fold missions of teaching, researching, and providing various pastoral services. Moreover, the members perform these tasks, imbued with the Christian spirit and inspired with the Gospel values in order to "assure in an institutional manner a Christian presence in the university world confronting the great problems of society and culture." In short, the institution marks the confluence of two streams within a Catholic academic environment--culture and religion. Church legislation has remained neither silent nor irrelevant on the question of Catholic higher education. In fact, the 1983 Code of Canon Law devotes several canons of related issues pertinent to these institutions. It does not, however, systematically address the critical topic of church-related educational institutions with respect to religiously-owned universities and colleges and their canonical status. Instead, in a more general way, the 1983 Code introduces new and broader options for canonical status, including the public and private juridic person and the public and private associations of the faithful with or without juridic personality. Consequently, at the heart of this dissertation lies the issue of canonical status of religiously-owned federated Catholic universities and colleges in Canada; the crux of the matter is the precise determination of and alteration to that canonical status, given the broader designations in the 1983 Code. Accordingly, based on the presumption that tracing the titles to property of religiously-owned educational institutions is the truest indicator of its present canonical status, this dissertation undertakes a canonical investigation into the titles to property of the Basilian-owned, Canadian federated Assumption University at Windsor, Ontario. Selecting and properly applying an option, if appropriate, presents innovative ways to direct various educational institutions within particular settings and under different governance models, while ensuring, among other concerns, the protection against exposure to civil and canonical liabilities of church-related institutions and the on-going mission of the Catholic university.
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Selph, Cynthia S. "Origins of Music Programs in Liberal Arts Institutions| The Story of Three Florida Catholic Universities". Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3688885.

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This study examines the music programs in liberal arts colleges through the historical lens of three Catholic Universities in the state of Florida. Although there are numerous historical dissertations and theses written about individual music schools and departments, and a few that compare music programs in similar types of institutions, none have compared music programs in Catholic universities within the same state. After teaching at Saint Leo University and experiencing the process of rebuilding a music program after it was almost completely lost in the mid-1990s, I wanted to study the histories of Saint Leo and other Florida Catholic institutions that have struggled through similar circumstances, but with very different outcomes.

I examined each music program through interviews with past and current faculty, administrators, and students; archival documents; published histories; school newspapers and yearbooks; and local newspapers and magazines. I visited each campus, photographed the physical facilities, and observed faculty and students. Gradually the stories of three music programs emerged. By comparing the data from each institution I was able to address the following research questions: 1. When and how did each music program begin? 2. How did each one develop (i.e., organization, curriculum, faculty, facilities, performing groups)? 3. What are the relationships between the Catholic affiliation of each of these institutions and the development of their respective music programs/departments? 4. What are the similarities and the differences between the music programs of these schools (i.e., structure, faculty, facilities, curriculum and degrees offered, performance groups, and students)? 5. What role does music play in the overall vision of the universities and their development? 6. What are the implications of this study for music education in these and other liberal arts colleges?

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Dodge, Donna Marie. "Beyond the mission statement : what makes a college Catholic? /". Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11169527.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Thomas Leemon. Dissertation Committee: Mary Mowrey-Raddock. Includes bibliographical references (leaves 101-112).
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Sheridan, Sean O. "Canon 812 the role of the university in its implementation at Franciscan University of Steubenville /". Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p029-0696.

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Mucheck, Judith Lynne. "A case study of a gender-reconstructed Catholic university the professional lives of four women faculty members /". unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-162611/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Philo Hutcheson, committee chair; Mary Deming, Sheryl Gowen, Christine Coley, committee members. Electronic text (116 p.) : digital, PDF file. Description based on contents viewed Oct. 6, 2008. Includes bibliographical references (p. 105-112).
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Kennedy, Joy, i res cand@acu edu au. "A Study of Learning Environment in the Extended Practicum of a Pre-Service Teacher Education Course at a Catholic University". Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp169.24072008.

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This thesis reports research which employed quantitative data collection methods to investigate pre-service teacher perceptions of extended practicum learning environments of pre-service teachers at a Catholic university and their self-efficacy for future teaching. By drawing on learning environment research, practicum in teacher education literature, student teacher practicum evaluation data and stakeholder perceptions of dimensions of the ACU extended practicum learning environment, an instrument, a 72-item questionnaire, the Extended Practicum Learning Environment Inventory (EPLEI) was developed and validated. To establish relationships between student teacher perceptions of the extended practicum learning environment and their self-efficacy for future teaching, a Student Teacher Efficacy Instrument (STEI) was also developed. Data were collected from student teachers using the EPLEI and the STEI. In 2001, the total sample consisted of 64 students. Recognising that there are a number of dimensions to the learning environments of the extended practicum and to assess differences in student teacher and supervising teacher perceptions of the same extended practicum learning environment, supervising teachers responded to an analogous form of the EPLEI. In 2002, the sample consisted of 57 student teachers and their supervising teachers. Statistical analyses were performed on the quantitative data and revealed some statistically significant differences in the way student teachers and supervising teachers perceive the same environment. Statistical analyses also revealed significant differences in student teachers perceptions of extended practicum environments in relation to school type. Student teachers who participated in the extended practicum in Catholic schools perceived the learning environments more positively than student teachers in State and Other Christian schools. The analyses revealed significant associations between student teacher perceptions of the extended practicum learning environments and their self-efficacy for future teaching. This research clearly demonstrates that extended practicum experiences of student teachers at a Catholic university are affected by features at both classroom and school levels
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O'Connell, David Michael. "The appointment and removal of teachers in Catholic universities according to the 1983 Code of canon law an analysis of canon 810, paragraph 1 /". Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Książki na temat "Catholic universities"

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Spillane, James J. Value development in Indonesian Catholic universities. Yogyakarta, Indonesia: Sanata Dharma Research Center, 1992.

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Gleason, Philip. What made Catholic identity a problem? [Dayton, Ohio]: University of Dayton, 1994.

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Kennedy, Leonard A. How to keep your university Catholic. Front Royal, VA: Christendom Press, 1997.

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How to keep your university Catholic. Toronto: Life Ethics Centre, 1992.

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Catholic universities in the United States and ecclesiastical authority. Roma: Editrice Pontificia Università gregoriana, 1991.

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MacIntyre, Alasdair C. God, philosophy, universities. Lanham, Md: Rowman & Littlefield Publishers, 2009.

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Smith, Thomas A. The end of the Catholic university: The exaggerated demise and future promise of Catholic higher education. New Orleans, LA: Dept. of Religious Studies, Loyola University New Orleans, 2002.

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Guidelines concerning the academic mandatum in Catholic universities: (canon 812). Washington, D.C: The Conference, 2001.

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Convention, Fellowship of Catholic Scholars. Catholic higher education: Proceedings of the Fellowship of Catholic Scholars Eleventh Convention. Pittston, Pa: Northeast Books, 1989.

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Convention, Fellowship of Catholic Scholars. Catholic higher education: Proceedings of the Fellowship of Catholic Scholars Eleventh Convention. Pittson, Penn: Northeast Books, 1989.

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Części książek na temat "Catholic universities"

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Taylor, Ann C. M. "International Federation of Catholic Universities (IFCU) / Federation Internationale des Universites Catholiques (FIUC)". W World List of Universities / Liste Mondiale des Universites, 770. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12037-6_14.

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Heft S.M., James L. "The Open Circle: The Catholic University and Academic Freedom". W Reexamining Academic Freedom in Religiously Affiliated Universities, 45–60. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39787-0_3.

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Hütter, Reinhard. "The Transcending Orthodoxy: Revealed Truth Authenticating Academic Freedom in the Catholic University". W Reexamining Academic Freedom in Religiously Affiliated Universities, 155–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39787-0_9.

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Alom Bartrolí, Montserrat. "The University Social Responsibility Framework by the International Federation of Catholic Universities: A Case of “Intelligent” Co-creation". W Managing Social Responsibility in Universities, 7–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70013-3_2.

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Brady, Bernard. "The Freedom to “Bridge” Silos and the Role of Theology in a Catholic University". W Reexamining Academic Freedom in Religiously Affiliated Universities, 179–98. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39787-0_10.

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Gulluscio, Carmela, Patrizia Torrecchia i Tiziana De Cristofaro. "CSR Modules in Catholic and Ecclesiastical Universities in the Italian Territory". W Key Initiatives in Corporate Social Responsibility, 131–56. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-21641-6_6.

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Hou, Angela Yung Chi, Wen Huey Tsui i Karen Hui-Jung Chen. "Development of the Self-Accrediting System in Taiwan and Its Impact on Higher Education Institutions: A Case Study of Fu Jen Catholic University". W Quality Assurance in Asia-Pacific Universities, 21–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46109-0_2.

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Chadwick, Owen. "Catholic Universities". W A History of the Popes 1830-1914, 533–40. Oxford University Press, 1998. http://dx.doi.org/10.1093/0198269226.003.0013.

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"Embodying Solidarity on Catholic Campuses:". W Just Universities, 47–89. Fordham University Press, 2021. http://dx.doi.org/10.2307/j.ctv119917t.6.

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Morey, Melanie M., i John J. Piderit. "Models of Catholic Universities". W Catholic Higher Education, 49–86. Oxford University Press, 2006. http://dx.doi.org/10.1093/0195305515.003.0003.

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Streszczenia konferencji na temat "Catholic universities"

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Diedericks, Dewald E., George van Schoor i Eugen O. Ranft. "Cathodic Protection System Design Framework". W 2019 Southern African Universities Power Engineering Conference/Robotics and Mechatronics/Pattern Recognition Association of South Africa (SAUPEC/RobMech/PRASA). IEEE, 2019. http://dx.doi.org/10.1109/robomech.2019.8704760.

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