Gotowe bibliografie tematyczne / Harvard University. Graduate School of Arts and Sciences

Gotowa bibliografia na temat „Harvard University. Graduate School of Arts and Sciences”

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Data publikacji: 25 lipca 2024
Data aktualizacji: 31 lipca 2024

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Artykuły w czasopismach na temat "Harvard University. Graduate School of Arts and Sciences"

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Armistead, Samuel G. ""Los quilates de su oriente": La pluralidad de culturas en la Península Ibérica durante la Edad Media y en los albores de la Modernidad, A Conference in honor of Francisco Márquez Villanueva, presented by Harvard University, Real Colegio Complutense, Faculty of Arts and Sciences, Graduate School of Arts and Sciences, and the Department of Romance Languages and Literatures, Cambridge, Massachusetts, January 17-18, 2003, and organized by Ángel Sáenz-Badillos, Luis M. Girón N". La corónica: A Journal of Medieval Hispanic Languages, Literatures, and Cultures 31, nr 2 (2003): 321–26. http://dx.doi.org/10.1353/cor.2003.0009.

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Maki, Fumihiko. "My urban design of fifty years". Ekistics and The New Habitat 73, nr 436-441 (1.12.2006): 26–38. http://dx.doi.org/10.53910/26531313-e200673436-44192.

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Professor Maki was a member of the faculty of the School of Architecture at Washington University from 1956 to 1963. Graduated from Tokyo University in 1952 with a Bachelors degree in Architecture and Engineering, he then received a Masters in Architecture from Cranbrook Academy of Arts in Bloomfield Hills , Michigan in 1953 and a Masters in Architecture from Harvard in 1954. In 1958 he was the recipient of a $10,000 International Graham Foundation Fellowship. He is the designer of Steinberg Hall at Washington University and auditoriums at Nagoya University and Chiba University in Japan. He is also one of the founders of the "Metabolism" group in Japan, as well as having done work with the well known architectural group, 'Team 10." In 1964 he was Associate Professor of Architecture at the Harvard Graduate School of Design. The text that follows is an edited version of the 2005 C.A.Doxiadis Lecture delivered on 19 September at the international symposion on "Globalization and Local Identity, " organized jointly by the World Society for Ekistics and the University of Shiga Prefecture in Hikone, Japan, 19-24 September, 2005.
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Bradlow, Ann, Jennifer Cole i Matthew Goldrick. "Graduate studies in acoustics at Northwestern University". Journal of the Acoustical Society of America 152, nr 4 (październik 2022): A122. http://dx.doi.org/10.1121/10.0015751.

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Northwestern University has a vibrant and interdisciplinary community of acousticians. Of the 13 ASA technical areas, 3 have strong representation at Northwestern: Speech Communication, Psychological and Physiological Acoustics, and Musical Acoustics. Sound-related work is conducted across a wide range of departments including Linguistics (in the Weinberg College of Arts and Sciences), Communication Sciences & Disorders, and Radio/Television/Film (both in the School of Communication), Electrical Engineering & Computer Science (in the McCormick School of Engineering), Music Theory & Cognition (in the Bienen School of Music), and Otolaryngology (in the Feinberg School of Medicine). In addition, The Knowles Hearing Center involves researchers and labs across the university dedicated to the prevention, diagnosis and treatment of hearing disorders. Acoustics research topics across the university include speech perception and production across the lifespan and across languages, dialects and socio-indexical properties of speech; sound art and design; social and cultural history of the sonic world; machine processing of music; musical communication; auditory perceptual learning; auditory aspects of conditions such as concussion, HIV, and autism; neurophysiology of hearing; and the cellular, molecular, and genetic bases of hearing function. We invite you to visit our poster to learn more about the “sonic boom” at Northwestern University!
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Ballard, Megan, Michael R. Haberman, Neal A. Hall, Mark F. Hamilton, Tyrone M. Porter i Preston S. Wilson. "Graduate acoustics education in the Cockrell School of Engineering at The University of Texas at Austin". Journal of the Acoustical Society of America 152, nr 4 (październik 2022): A124. http://dx.doi.org/10.1121/10.0015759.

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While graduate study in acoustics takes place in several colleges and schools at The University of Texas at Austin (UT Austin), including Communication, Fine Arts, Geosciences, and Natural Sciences, this poster focuses on the acoustics program in Engineering. The core of this program resides in the Departments of Mechanical Engineering (ME) and Electrical and Computer Engineering (ECE). Acoustics faculty in each department supervise graduate students in both departments. One undergraduate and nine graduate acoustics courses are taught in ME and ECE. Instructors for these courses include staff at Applied Research Laboratories at UT Austin, where many of the graduate students have research assistantships. The undergraduate course, taught every fall, begins with basic physical acoustics and proceeds to draw examples from different areas of engineering acoustics. Three of the graduate courses are taught every year: a two course sequence on physical acoustics, and a transducers course. The remaining six graduate acoustics courses, taught in alternate years, are on nonlinear acoustics, underwater acoustics, ultrasonics, architectural acoustics, wave phenomena, and acoustic metamaterials. An acoustics seminar is held most Fridays during the long semesters, averaging over ten per semester since 1984. The ME and ECE departments both offer Ph.D. qualifying exams in acoustics.
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Fischer-Lichte, Erika. "Introduction: From Comparative Arts to Interart Studies". Paragrana 25, nr 2 (1.12.2016): 12–26. http://dx.doi.org/10.1515/para-2016-0026.

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AbstractThe essays assembled in this volume were initially presented at the concluding conference of the International Doctoral School “InterArt Studies” held at the Freie Universität Berlin from June 25-27, 2015. The school bore the label “international” not just because its students hailed from five different continents. Rather, it was called that because it was born out of the collaboration with the Copenhagen Doctoral School in Cultural Studies, Literature and the Arts, later joined by the Doctoral School of Goldsmiths College, London, and the Graduate School of Arts and Sciences at Columbia University, New York. During these nine years (2006-2015) of research, it was generously funded by the German Research Council.
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Salimi, Esmaeel Ali, i Mitra Farsi. "Program Evaluation of the English Language Proficiency Program for Foreign Students A Case Study: University of the East, Manila Campus". English Language Teaching 9, nr 1 (30.11.2015): 12. http://dx.doi.org/10.5539/elt.v9n1p12.

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<p>This study on evaluating an English program of studies for foreign students seeking admission to the UE Graduate School attempts to examine the prevailing conditions of foreign students in the UE Graduate School with respect to their competence and competitiveness in English proficiency. It looks into the existing English programs of studies in the College of Arts and Sciences and how it addresses the need for an improved academic performance of the foreign students. This study was conducted in the University of the East, Manila campus, particularly in the Graduate School in three groups. All the three groups of respondents have passed the ELPPFS before their admission to UE Graduate School and was enrolled second semester of 2011-2012 in their respective Master and Doctorate courses. Our results show that the three groups of respondents assess that there are significant positive changes in their academic performance as a result of their training in the ELPPFS program. Moreover, there are significant positive changes in the academic performance of the three groups of respondents as a result of their ELPPFS training . The prevailing conditions of foreign students enrolled in degree programs of UE Graduate School with respect to the level of their academic performance clearly show satisfactory evaluation marks.</p>
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Dunne, Michael. "Isolationism of a Kind: Two Generations of World Court Historiography in the United States". Journal of American Studies 21, nr 3 (grudzień 1987): 327–51. http://dx.doi.org/10.1017/s0021875800022866.

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With these apocryphal words from the proverbial doughboy, Charles Homer Haskins lightened his presidential address to the American Historical Association in December 1922. Haskins's theme was the historical and historiographical relevance of Europe to Americans, two subjects on which he could speak authoritatively. Dean of the Harvard Graduate School, an outstanding scholar of medievalism and the Mediterranean, Haskins was best known to his contemporaries as a member of Woodrow Wilson's research team at the Paris Peace Conference, the so-called Inquiry. In the course of his address Haskins surveyed the current state of American writing on European history and pronounced it moderately satisfying; but his underlying anxiety could not be disguised. Since he believed that all the “great European wars” had been “in every instance…American wars” and therefore “world wars,” Haskins feared the consequences of any American political and academic neglect of Europe. In Haskins's ambiguous formulation: “European history [was] of profound importance to Americans.”
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Revello Lami, Martina. "A Conversation with Lynn Meskell". Ex Novo: Journal of Archaeology 6 (11.02.2022): 245. http://dx.doi.org/10.32028/vol6isspp245.

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Lynn Meskell is PIK Professor of Anthropology in the School of Arts and Sciences, Professor in the Graduate Program in Historic Preservation, and curator in the Middle East and Asia sections at the Penn Museum. She is currently A.D. White Professor-at-Large at Cornell University (2019–2025). She holds Honorary Professorships at Oxford University and Liverpool University in the UK and the University of the Witwatersrand, South Africa. Over the past twenty years she has been awarded grants and fellowships including those from the Andrew W. Mellon Foundation, the National Science Foundation, the Australian Research Council, the American Academy in Rome, the School of American Research, Oxford University and Cambridge University. She is the founding editor of the Journal of Social Archaeology. Meskell has broad theoretical interests including socio-politics, archaeological ethics, global heritage, materiality, as well as feminist and postcolonial theory. Her earlier research examined natural and cultural heritage in South Africa, the archaeology of figurines and burial in Neolithic Turkey and daily life in New Kingdom Egypt.
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SUGIURA, YOSHINORI. "RESEARCH FELLOW OF THE JAPAN SOCIETY FOR THE PROMOTION OF THE SCIENCE, GRADUATE SCHOOL OF ARTS AND SCIENCES UNIVERSITY OF TOKYO". Japanese Journal of Educational Psychology 50, nr 3 (2002): 271–82. http://dx.doi.org/10.5926/jjep1953.50.3_271.

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Dzau, Victor J. "Bench to Bedside Discovery, Innovation, Global Health Equity, and Security". Circulation 143, nr 11 (16.03.2021): 1076–80. http://dx.doi.org/10.1161/circulationaha.121.054151.

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Dr Dzau was born in Shanghai. He received his Bachelor of Science in Biology and his MD degree from McGill University. He was a medical resident, Chief Resident, and the founding Chief of the Division of Vascular Medicine at the Peter Bent Brigham Hospital (now the Brigham and Women’s Hospital). He moved to Stanford in 1990 as the Chief of the Division of Cardiovascular Medicine and later became Chairman of the Department of Medicine. Six years later, he returned to Harvard Medical School as the Hersey Professor of the Theory and Practice of Medicine and as Chairman of the Department of Medicine at Brigham and Women’s Hospital. He then became the Chancellor for Health Affairs, President, and CEO of the Duke University Medical Center. In 2014, he was elected to become the President of the Institute of Medicine (now the National Academy of Medicine). He is a member of the National Academy of Medicine, the American Academy of Arts and Sciences, and the European Academy of Sciences and Arts.
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Książki na temat "Harvard University. Graduate School of Arts and Sciences"

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Harvard University. Professional development begins today: A guide to services for GSAS students. Cambridge, Mass: Harvard University, 2001.

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Columbia University. Commission on the Status of Women. Advancement of women through the academic ranks of The Columbia University Graduate School of Arts and Sciences: Where are the leaks in the pipeline? [New York]: [Columbia University, Commission on the Status of Women], 2001.

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University, Columbia. Medieval and Renaissance manuscripts at Columbia University: Papers presented at a symposium sponsored by the Columbia University Graduate School of Arts and Sciences Interdepartmental Committee on Medieval and Renaissance Studies, March 31, 1990. New York City: Columbia University Libraries, 1991.

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Gatch, Milton McC. (Milton McCormick), Columbia University. Graduate School of Arts and Sciences i Columbia University Libraries, red. Medieval and Renaissance manuscripts at Columbia University: Papers presented at a symposium sponsored by the Columbia University Graduate School of Arts and Sciences Interdepartmental Committee on Medieval and Renaissance Studies, March 31, 1990. New York City: Columbia University Libraries, 1991.

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F, Tomasi Lydio, Powers Mary G, Center for Migration Studies (U.S.) i Fordham University. Graduate School of Arts and Sciences., red. Immigration today: Pastoral and research challenges : proceedings of the symposium organized by the Center for Migration Studies of New YYork and Fordham University Graduate School of Arts and Sciences on May 8, 1998. New York: Center for Migration Studies, 2000.

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Patton, James Kirkpatrick. The emergence of agricultural forms of production in the Santa Cruz Region of Eastern Bolivia: A dissertation presented to the Graduate School of Arts and Sciences of Washington University in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Ann Arbor, Mich: University Microfilms International, 1985.

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Aga Khan Trust for Culture. Sustainable landscape design in arid climates: Proceedings of a symposium jointly organized by the Aga Khan Trust for Agriculture, the Center for Advanced Study in the Visual Arts/National Gallery of art, Studies in Landscape Architecture, Dumbarton Oaks, the Lemelson Center for Innovation at the Smithsonian Institution's National Museum for American History, Graduate School of Design, Harvard University, and the National Building Museum. Geneva: The Aga Khan Trust for Culture, 1996.

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Fan, Yu-Chen C. A semantic study of Taiwanese verbs using case grammar applied: A knowledge representation model : a dissertation submitted to the Faculty of the Graduate School of Arts and Sciences og Georgetown University in partial fulfillment of the degree of Doctor of Philosophy in Linguistics. UMI, 2001.

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Części książek na temat "Harvard University. Graduate School of Arts and Sciences"

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Keller, Morton, i Phyllis Keller. "The Professional Schools". W Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0010.

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Harvard’s nine professional schools were on the cutting edge of its evolution from a Brahmin to a meritocratic university. Custom, tradition, and the evergreen memory of the alumni weighed less heavily on them than on the College. And the professions they served were more interested in their current quality than their past glory. True, major differences of size, standing, wealth, and academic clout separated Harvard’s Brobdingnagian professional faculties—the Graduate School of Arts and Sciences and the Schools of Medicine, Law, and Business— from the smaller, weaker Lilliputs—Public Health and Dentistry, Divinity, Education, Design, Public Administration. But these schools had a shared goal of professional training that ultimately gave them more in common with one another than with the College and made them the closest approximation of Conant’s meritocratic ideal. Harvard’s doctoral programs in the Graduate School of Arts and Sciences (GSAS) were a major source of its claim to academic preeminence. As the Faculty of Arts and Sciences became more research and discipline minded, so grew the importance of graduate education. A 1937 ranking of graduate programs in twenty-eight fields—the lower the total score, the higher the overall standing—provided a satisfying measure of Harvard’s place in the American university pecking order: But there were problems. Money was short, and while graduate student enrollment held up during the Depression years of the early 1930s (what else was there for a young college graduate to do?), academic jobs became rare indeed. Between 1926–27 and 1935–36, Yale appointed no Harvard Ph.D. to a junior position. The Graduate School itself was little more than a degree-granting instrument, with no power to appoint faculty, no building, no endowment, and no budget beyond one for its modest administrative costs. Graduate students identified with their departments, not the Graduate School. Needless to say, the GSAS deanship did not attract the University’s ablest men. Conant in 1941 appointed a committee to look into graduate education, and historian Arthur M. Schlesinger, Sr., “called for a thoroughgoing study without blinders.
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Freeland, Richard M. "Evolution of the College-centered University: Tufts and Brandeis, 1945–1970". W Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0011.

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Tufts College, traditionally focused on undergraduate education in the arts and sciences, responded to the opportunities of the postwar years with new emphases on research and doctoral-level programs. A new name, “Tufts University,” signified the change. The leaders of Tufts intended, however, to retain a primary emphasis on undergraduate work. During these same years, a new university, Brandeis, sponsored by a group of American Jews, joined the state’s academic community. Brandeis’s founders also conceived their institution as centrally concerned with undergraduate education, although they too intended to build a modest array of graduate programs, especially in the arts and sciences. In projecting their development during the 1950s and 1960s, Tufts and Brandeis set out to become different versions of a distinctive institutional idea: the college-centered university. By the early 1940s, President Leonard Carmichael of Tufts, like his counterparts at Harvard and M.I.T., had come to regard World War II as a time of opportunity, despite immediate, war-related problems of enrollment and finance. Carmichael’s wartime reports referred repeatedly to new possibilities arising from the military emergency. He welcomed a Navy R.O.T.C. unit to Medford as a chance for greater visibility as well as for public service. He speculated that increased awareness of international issues would benefit the Fletcher School. Most important of all, given Tufts’s history of straightened finances, was the possibility of new federal support. “It is ... not too early,” Carmichael told his trustees in the middle of the war, “for all of us to do what we can to see to it that the men who administer our postwar education [at the federal level]... have an appreciation of the importance to this nation of colleges and universities with varied objectives and varied bases of administration and support.” If federal funds were to become available, Carmichael wanted to be sure that private institutions got their share, and he assured his board that “every effort is being made to maintain our relationships with the armed services... so that Tufts’s peculiar qualities—a university-college in which teaching and research go forward together—may be maintained ...”
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Shelley, Thomas J. "The Graduate School of Arts and Sciences". W Fordham, A History of the Jesuit University of New York, 259–80. Fordham University Press, 2016. http://dx.doi.org/10.5422/fordham/9780823271511.003.0012.

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Tiwari, Parul, i Mayank Sharma. "Requisites and Provocations for Admissions in B Schools". W Advances in Educational Marketing, Administration, and Leadership, 112–33. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9073-6.ch008.

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In Stanford University's Graduate School of Business, the most selective B-school in the U.S., 94 of every 100 applicants will be turned down. Harvard Business School will rebuff 9 out of every 10 applicants. Although increasingly becoming the “Mecca of the young,” global professional, let's just say that business school is not everyone's cup of tea. Admission committees are meeting huge challenges to make hard and often painful choices for jittery candidates. MBA/PGDM admissions are more art than science. It is a methodology that gives more weight to the ability of an institute to add value, rather than merely perpetuate the brand myth. More importantly, B-schools are incorporating processes and systems that have become the norm in various industries. For example, Alliance Business School, Bangalore, has embarked on an ambitious plan to implement PCMM (people capability maturity model), used in the software industry. Under this, all processes—from admissions to career mapping to interfacing with stakeholders—have been identified and key metrics have been developed and implemented.
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Keller, Morton, i Phyllis Keller. "The Faculty of Arts and Sciences". W Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0024.

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The changes of style and sensibility in Harvard’s governance during the last third of the twentieth century had close parallels in the academic realm. The faculty, like the bureaucracy, became more professional, more specialized, more worldly. Nevertheless, in most respects Harvard’s academic fundamentals in the magic year 2000 were pretty much what they had been half a century before. Faculty autonomy, the disciplinary pecking order, the tension between teaching and research, the sheer intellectual quality, range, and vigor of the place: these remained alive and well. Harvard changed more between 1940 and 1970 than it did between 1970 and 2000. The Faculty of Arts and Sciences traditionally was Harvard’s academic core. Medical School administrator Henry Meadow spoke in 1974 of the “religious” feeling that the FAS departments were the heart of the University, their faculty the real Harvard professors. By the end of the century that was a less self-evident proposition. The crisis of the late 1960s, the intellectual and career problems afflicting the humanities and the social sciences, and Derek Bok’s ideal of a more socially engaged and useful University eroded FAS’s privileged place. Yet the College and the Arts and Sciences departments still made the largest claim on the University’s assets and on its public reputation. The FAS deanships of Paul Buck in the 1940s and McGeorge Bundy in the 1950s gave their office a place in Harvard affairs second only to the president. John Dunlop, appointed to stanch the flow of institutional blood after the events of 1969, made way in 1973 for fellow economist Henry Rosovsky, who held the post until 1984 and then came back for a fill-in year in 1990. Rosovsky’s was one of the notable deanships in Harvard’s history, and he played a major role in the University’s glissade from meritocracy to worldliness. Like his predecessors Buck, Bundy, Ford, and Dunlop, Rosovsky had not gone to Harvard College. Unlike them he was Harvard’s first Jewish, and foreign-born, dean. He came to the United States in 1940, a thirteen- year-old refugee from Hitler’s Europe, and went to college at William and Mary.
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"The Graduate School of Arts and Sciences and Other Essentials for Mind and Spirit". W The Launching of Duke University, 1924–1949, 156–97. Duke University Press, 1993. http://dx.doi.org/10.1215/9780822398455-006.

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"The Graduate School of Arts and Sciences and Other Essentials for Mind and Spirit". W The Launching of Duke University, 1924-1949, 156–97. Duke University Press, 1993. http://dx.doi.org/10.2307/j.ctv113135p.10.

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"6 The graduate school of arts and sciences and other essentials for mind and spirit". W The Launching of Duke University, 1924-1949, 156–97. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822398455-007.

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Keller, Morton, i Phyllis Keller. "The Professional Schools". W Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0017.

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Meritocracy flourished most luxuriantly in Harvard’s professional schools. The Big Four—the Graduate School of Arts and Sciences and the Schools of Law, Medicine, and Business—threw off the constraints of lack of money and student cutbacks imposed by World War II. The smaller professional schools—Public Health and Dentistry, Education, Divinity, Design—shared in the good times, though their old problems of scarce resources and conflicted missions continued to bedevil them. The major alteration in the Harvard postgraduate scene was the establishment of the Kennedy School of Government. By the time Derek Bok—as well disposed to the Kennedy School as Conant was to Education and Pusey to Divinity—became president in 1971, this new boy on the Harvard professional school block was well situated to capitalize on his good favor. The Graduate School of Arts and Sciences remained, as in the past, rich in renown, poor in fund-raising and administrative autonomy. Between 1952 and 1962, fewer than 5 percent of GSAS alumni donated a total of about $60,000; during the early sixties giving went down to $3,000 a year. Its dean had little or no budgetary or curricular control; its faculty, curriculum, and student admissions were in the hands of the departments. In 1954 Overseer/Judge Charles Wyzanski grandly proposed that admissions to the Graduate School be sharply cut back. The reduction, he thought, would free up the faculty for more creative thought, improve undergraduate education, and upgrade the level of the graduate student body. But the post–Korean War expansion of American higher education led to boom years for the Graduate School. In 1961, 190 male and 60 female Woodrow Wilson Foundation Fellows, more than a quarter of the national total, chose to go to Harvard or Radcliffe; 80 of 172 National Science Foundation grantees wanted to go to Harvard. A 1969 rating of the nation’s graduate programs gave Harvard Chemistry a perfect 5, Mathematics 4.9, Physics, Biochemistry, Molecular Biology, History, and Classics 4.8, Art History and Sociology 4.7, English and Spanish 4.6, Philosophy and Government 4.5. Impressive enough, all in all, to sustain the faculty’s elevated impression of itself. But in the late sixties the Graduate School bubble deflated. Government aid, foundation fellowships, and college jobs declined; student disaffection grew.
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Keller, Morton, i Phyllis Keller. "The Professional Schools". W Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0025.

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Harvard’s graduate and professional schools were where the tension between social responsibility and teaching the technical skills demanded by a complex society most fully emerged. The Graduate School of Arts and Sciences and the traditional Big Three of Law, Business, and Medicine continued to dominate the Harvard professional school scene (though the Kennedy School of Government was coming up fast). From 1940 to 1970, they and the smaller schools took on their modern configuration: meritocratic, intensely professional, intellectually ambitious. From 1970 to 2000 they faced a variety of internal challenges to that academic culture, as well as constant competition from their counterparts in other universities. After he became president in 1971, Derek Bok devoted his first annual report to Harvard College, his second to the Graduate School of Arts and Sciences. This was not surprising: the closely linked College and Graduate School were Harvard’s traditional academic core. What, he asked, was GSAS’s essential mission? Now as before, it was to train scholars and add to basic knowledge. But the Graduate School was in trouble. One problem was student attrition. Up to half of those who entered failed to get their Ph.D.s, compared to a drop-out rate of less than 5 percent in Law and Medicine. The fault, Bok thought, lay in the lack of structure in many doctoral programs, and he prodded the faculty to do something about that. Another concern was the Ph.D. job shortage. Nonscientists had to be ready to have careers in colleges, not just in research universities. That meant that the Graduate School would have to teach its students how to teach. At his urging in 1976 the Danforth Center for Teaching and Learning (renamed the Bok Center in 1991) was set up to tend to the pedagogical instruction of graduate students.1 Declining academic job prospects cast the longest shadow over GSAS in the 1970s. More than 1,000 students entered in the peak year of 1966–67; by 1971–72 the number was down to 560. The humanities were particularly hard hit: the 1975–76 entering class in English Literature was 16, compared to 70 a decade before.
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Streszczenia konferencji na temat "Harvard University. Graduate School of Arts and Sciences"

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Iborra Pallarés, Vicente, i Francisco Zaragoza Saura. "Altea Urban Project: An academic approach to the transformation of a coastal Spanish touristic city based on the improvement of the public space". W 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5990.

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Vicente Iborra Pallarés¹, Francisco Zaragoza Saura2 ¹Building Sciences and Urbanism Department. University of Alicante. Alicante. Politécnica IV, módulo III, 1ª planta. Carretera de San Vicente del Raspeig s/n. 03690 San Vicente del Raspeig ²Concejalía de Urbanismo, Ayuntamiento de Altea. Plaza José María Planelles, 1. 03590 Altea E-mail: vicente.iborra@ua.es, zaragozasaura@gmail.com Keywords (3-5): Public space, historical urban evolution, tourism phenomena, urbanistic project, educational experience Conference topics and scale: City transformations The town of Altea (Alicante, Spain) has an important urban center that has historically been characterized by two contrasting situations: on one hand, the settlements located on the seaside elevations (Bellaguarda and the Renaissance Bastion) linked to the agricultural uses of the fertile valleys of the rivers Algar and els Arcs, and on the other hand the coastal developments, originally fishery, but nowadays with touristic uses on the maritime front. All these elements configure an urban nucleus that, due to its urban, architectural and landscape qualities, gives rise to one of the main tourist attractions of the region. However, the area described nowadays presents an important problem related to the use and habitability of public space, which is invaded by the presence of the private vehicle, even along the seaside, due to its touristic relevance. This article presents the results of an academic experience developed to study different possibilities of urban transformations for the municipality of Altea, taking as a project site the urban vacuum still conserved between the two situations previously described: the historical areas on the coastal elevations (Dalt) and new urban developments parallel to the seaside (Baix). This academic activity, performed by nearly 50 students from the University of Alicante, was developed in the context of the design course Urbanism 5 during the academic year 2015-16, thanks to the agreement signed between the Municipality of Altea and the University of Alicante. References (100 words) Busquets, J. and Correa, F. (2006) Cities X lines: a new lens for the Urbanistic Project (Harvard University Graduate School of Design, Cambridge). Europan Europe (2016) Project and processes (http://www.europan-europe.eu/en/project-and-processes/) accessed January-May 2016. Fernández Per, A. and Mozas, J. (2010) Strategy public (a+t ediciones, Vitoria-Gasteiz). Gehl, J. (2006) La humanización del espacio urbano: la vida social entre los edificios (Reverté, Barcelona). Koolhaas, R. (1995) S, M, L, XL (The Monacelli Press, New York). Lynch, K. (1960) The Image of the City (The Massachusetts Institute of Technology Press, Cambridge). Rebois, D. (ed.) (2014) Europan 12 results. The adaptable city /1 (Europan Europe, Paris).
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Cronin, James G. R. "UCC enters Cork Prison: Transformative pedagogy through arts education". W Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.18.

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This paper makes explicit processes of collaboration in a learning community partnership between Cork Prison and University College Cork (UCC). Cork Prison is a closed, medium security prison for adult males. It is a committal prison for counties Cork, Kerry and Waterford. The learning partnership has two objectives: firstly, to foster critical thinking strategies influenced by UCC’s application of the Project Zero Classroom, Harvard Graduate School of Education; secondly, to support student voices by promoting conversations on creativity resulting in the production of artworks exhibited during summertime on Spike Island, Cork Harbour, communicating prison as community in society.
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