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Bibliografias temáticas / Patrick's College and Seminary

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Literatura científica selecionada sobre o tema "Patrick's College and Seminary"

Autor: Grafiati

Publicado: 25 de julho de 2024

Última modificação: 31 de julho de 2024

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Artigos de revistas sobre o assunto "Patrick's College and Seminary"

1

DOLAN, THOMAS. "MAYNOOTH, HISTORY, AND THE INTELLECTUAL ORIGINS OF JOHN HUME'S POLITICAL THINKING". Historical Journal 62, n.º 4 (29 de outubro de 2018): 1045–68. http://dx.doi.org/10.1017/s0018246x18000390.

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AbstractVisions of history, Irish and otherwise, ancient and modern, critically inflected through St Patrick's College, Maynooth, the National Roman Catholic Seminary of Ireland, are central to John Hume's intellectual formation. This can be dated back to his experiences as a seminarian at St Patrick's during the mid-1950s – particularly his schooling in history under Tomás Ó Fiaich – long before the ideological gestation suggested in the existing literature. There the emphases are on the wider evolution of nationalist politics in Northern Ireland during the mid-1960s, as opposed to Hume's early intellectual biography. Thus, a wider context to his influential thought is suggested, one supplied by a discourse on the concept of patriotism evolving amongst Ireland's Catholic intelligentsia during the 1950s, indicative of the modernization of Catholic thought on the island in the era preceding the convening of the Second Vatican Council in 1962. Yet the article also situates Hume's once-progressive mode of nationalist ideology within a much older tradition of Catholic loyalism in Ireland. The conspicuously Platonic dimension of his thinking is likewise observed, facilitating a conceptually driven exploration of the relationship between Hume's vision of his native walled city of Derry, and of that larger partitioned entity, Northern Ireland.

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WHITE, JERRY. "‘Pro Fide et Patria’, but for Europe: Iris Hibernia and a Swiss-led vision for European Ireland". Studia Hibernica: Volume 48, Issue 1 48, n.º 1 (1 de setembro de 2022): 129–55. http://dx.doi.org/10.3828/sh.2022.6.

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This article argues that the journal Irisleabhar Hibernia, later renamed as Iris Hibernia, offered a vision of Irish Europeanism that was wholly different from contemporary, EU-led understandings. The journal was published between 1937 and 1965 from the Université de Fribourg in Switzerland, an institution that makes for an enlightening comparison with the Irish post-secondary sector of the same period, especially St Patrick’s College, Maynooth. Throughout its existence, the journal was published by the Hibernia society, which was made up of Irish seminary students at Fribourg. But its interests were broadly interdisciplinary, becoming gradually more so from the 1950s into the 1960s. The journal’s perspective could be generally understood as conservative, communitarian and culture-led. This perspective is not necessarily a matter of simple left-right alignment, however, and the article synthesises the journal’s legacy by elucidating the difference between two Francophone Swiss writers who were important to group behind the journal: Denis de Rougemont and Gonzague de Reynold.

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Park, Hee Sun, Sandi Smith e Katherine A. Klein. "The Effects of Drinking Status and Believability of Ads Featured in a Social Norms Campaign on College Students' Estimation and Accuracy of other Students' Celebratory Drinking". Journal of Drug Education 41, n.º 4 (dezembro de 2011): 391–404. http://dx.doi.org/10.2190/de.41.4.d.

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This study examined estimation and accuracy of normative perceptions for students during one celebratory drinking occasion. Students who drank on St. Patrick's Day overestimated the percentage of others who also drank, whereas the students who did not drink on St. Patrick's Day underestimated the percentage of others who also did not drink. The students' drinking behaviors on St. Patrick's Day did not substantially differentiate their accuracy scores. However, of the students who drank on St. Patrick's Day, those who did not believe the ads showed stronger overestimation of others who drank than did those who believed the ads.

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Naparan, Genesis B., Seminarian Clive Jarry S. Kingco, Seminarian Arnel G. Bolivar e Seminarian Ralph Kenneth S. Salinas. "Enduring the Loneliness inside the Catholic Diocesan College Seminary". SIASAT 5, n.º 4 (31 de outubro de 2020): 93–102. http://dx.doi.org/10.33258/siasat.v5i4.74.

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Seminarians inside the Seminary experienced many difficulties. One of them is the experience of loneliness. The present research examined the ways of enduring the loneliness inside the Seminary. The purpose of this study is to help improve the commitment in the priesthood. The researchers used a qualitative transcendental phenomenological approach in exploring the experiences of nine college seminarians. Phenomenological is an approach to qualitative research that describes the meaning of several individuals' lived experiences, which in this research talks about the seminarians' loneliness inside the Seminary. The forms of loneliness experienced by the seminarians are classified into three themes: 1) Seminary-Related Loneliness; 2) Living away from the family, and 3) Being alone. The seminarians deal with their experienced loneliness through Social Interaction, Prayer, and making the Self Busy. The results reveal that loneliness inside, although inevitable, can be prevented through prevention measures. Future researchers may conduct a further study on how to improve the seminarians' lives inside the Seminary to help the seminarians be more committed to the priesthood.

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Sumampong, Joepit Glif S., Gun Real Omega e Alcher J. Arpilleda. "The Effectiveness of Human Formation of Maradjao Magbalantay College Seminary as Perceived by the Seminarians". European Journal of Contemporary Education and E-Learning 2, n.º 1 (1 de janeiro de 2024): 18–30. http://dx.doi.org/10.59324/ejceel.2024.2(1).02.

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The seminary formation is composed of four aspects: human, spiritual, intellectual and pastoral. Seminarian is educated and prepared for the priesthood through preparation and practice, field education, spiritual instruction, retreats, seminars, and community life. This study thus aimed to determine the Effectiveness of Human Formation of Maradjao Magbalantay College Seminary as perceived by the Seminarians. This study utilized the research method descriptive-survey with 32 participants and a total Maradjao Magbalantay College Seminary population. The main tool used in gathering the requisite data was a questionnaire made by the researcher. The data collected were treated using frequency count and percentage distribution descriptive statistical tools, mean and standard deviation, and variance analysis (ANOVA). In general, there was no significant difference in the effectiveness of the Seminary Formation to the Seminarians of Maradjao Magbalantay College Seminary when grouped according to the profile variable, age. On the other hand, the stage in seminary under the variable Formation of Conscience shown that there was significant difference as to the effectiveness of the Human Formation. With the collected results, the researcher recommended that the formators should be more observant to the seminarians in the community life. Same as to the seminarians, they should be more faithful and devoted to their vocation.

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Kononov, Dmitriy L. "The role of the metropolitan bishop Juvenal (Tarasov) in the revival of the Kursk orthodox theological seminary". Tambov University Review. Series: Humanities, n.º 2 (2022): 350–57. http://dx.doi.org/10.20310/1810-0201-2022-27-2-350-357.

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The role of metropolitan bishop Juvenal (Tarasov) of Kursk and Rylsk in the revival of the Kursk orthodox theological seminary is examined. The stages of the revival of the Kursk Orthodox Theological Seminary are shown: the opening of the Kursk theological college, its transformation into the Kursk theological seminary. The activity of lord Juvenal in the organization of the educational process in the theological seminary is explored: the selection of the seminary teaching staff, interaction with the Kursk State Pedagogical University. The names of the first teachers of the theological seminary and a list of the disciplines they taught are given. The conditions in which the seminary existed in the first years after its opening are studied. The activities of lord Juvenal to improve the financial situation of the theological seminary and expand its territory are shown. The activities of the heads of the pastoral, icon painting, and regency departments for the development of the Kursk orthodox theological seminary are investigated. The work of Andrey M. Makhorenko, the first head of the regency department for its development is shown. The activities of archpriest Valentin Grebenkov and archpriest Alexander Filin on the development of the icon painting department of the theological seminary are studied.

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7

Dooley, Terence. "The Mortgage Papers of St Patrick's College, Maynooth, 1871-1923". Archivium Hibernicum 59 (2005): 106. http://dx.doi.org/10.2307/40285206.

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Michael, Joshua. "Murphy Memorial Library, Baptist Bible College and Seminary". Theological Librarianship 5, n.º 1 (15 de dezembro de 2011): 16–18. http://dx.doi.org/10.31046/tl.v5i1.209.

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Колыванов, Георгий Евгеньевич. "Novo-Arkhangelsk Theological Seminary". Церковный историк, n.º 2(4) (15 de junho de 2020): 109–25. http://dx.doi.org/10.31802/ch.2020.4.2.006.

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В этой статье рассматривается история первого православного Духовного учебного заведения в Америке - Новоархангельской Духовной семинарии, которая была создана трудами святителя Иннокентия (Вениаминова) в 1841 г. как Духовное училище, а в 1845 г. преобразована в Духовную семинарию. Семинария, находящаяся в столице Русской Америки городе Новоархангельск на острове Баранова (Ситха, Ситка), возрастала под архипастырским окормлением святителя Иннокентия. В 1858 г. семинария была перемещена в Якутск. The article traces the history of the first Orthodox Christian theological school in America - Novo-Arkhangelsk Theological Seminary, which was created by St. Innocent of Alaska as a Theological College in 1841 and reformed into a Seminary in 1845. Located on the Baranof Island, in the then capital of Russian Amerika - Novo-Arkhangelsk (now Sitka), the Seminary progressed under the archpastoral guidance of St. Innocent. In 1858 the Seminary was transferred to Yakutsk.

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Small, Susan. "King’s College, University of Western Ontario". Florilegium 20, n.º 1 (janeiro de 2003): 81–82. http://dx.doi.org/10.3138/flor.20.023.

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The presence of Medieval Studies at King’s College is perhaps less evident than at some other institutions, but it is solid and firmly-rooted nonetheless. King's is a small, Catholic liberal arts college affiliated with the University of Western Ontario; it has a history of literary and philosophical interest in the Middle Ages and also shares a tradition of medieval ecclesiastical scholarship with St. Peter’s Seminary, with which it has an academic affiliation.

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Teses / dissertações sobre o assunto "Patrick's College and Seminary"

1

McNamara, Thomas Walter. ""The origins and formative years of St. Patrick's College Strathfield."". Thesis, The University of Sydney, 1989. http://hdl.handle.net/2123/14976.

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López, Marco A. "A program of pastoral formation in a college seminary". Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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3

Klassen, Jacob Peter. "Curriculum evaluation and revision for Canadian Bible College and Canadian Theological Seminary". Online full text .pdf document, available to Fuller patrons only, 1986. http://www.tren.com.

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4

Couch, David Clarence. "Something is better than nothing the history of Ghana Christian College and Seminary /". Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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5

Wittman, Fred. "Organizing and founding a Bible college and seminary in a cross-cultural context". Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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6

Morris, Judy Brooks. "Developing a strategic enrollment management plan for Southwestern Baptist Theological Seminary". Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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7

Ray, Abby A. (Abby Adams). "Theological Distance Learning through Trinity College and Theological Seminary: Programs, Problems, Perceptions, and Prospects". Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc279339/.

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An international survey was conducted to assess theological higher education via distance learning as perceived by graduates of Trinity College and Theological Seminary's (Trinity) doctoral programs. The purpose of the study was to determine student-perceived strengths and weaknesses of Trinity's doctoral-level distance education theology programs. Also, the future of distance-learning mediated programs of theological higher education was speculated. A random sample of 400 doctoral recipients was selected from the population of 802 doctoral recipients who graduated from Trinity between the years of 1969 and March 1998. A mailed questionnaire was used to collect data. A total of 203 (50.0%) were returned. Frequency counts, percentage distributions, and chi-square tests of goodness-of-fit were employed to analyze the data. A profile of the modal type of student who would participate in theological distance education at the doctoral level was developed from the demographic variables queried. Responses to questions regarding respondents' educational experiences and coursework were solicited as well. Respondents identified five primary strengths of Trinity's distance education doctoral programs as: the convenience of the program; the immediate application of course content to personal and professional endeavors; the quality of education provided; the Biblical groundedness of the curricula, the materials, and the faculty; and the required reading and research. The three predominant weaknesses of Trinity's distance education doctoral programs as identified by program graduates include: the lack of interaction between students and faculty; the lack of regional accreditation; and course repetitiveness meaning that some courses offered repeated content from prior studies at a lower educational level. It was concluded that the future of theological higher education via distance learning is promising. Trinity has emerged as a dominant distance learning institution as a result of its continued exploration and advancements. However, Trinity and other similar distance education institutions must continually and consistently evaluate their programs and their students' expectations in an effort to transition theological distance education into the 21 st century.

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8

Gregory, Gary J. "Worship at the Lord's table : a college course of study and preparation for students at Cincinnati Bible College and Seminary". Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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9

Marlett, Keith Edward. "Personality characteristics of counseling students at a midwest evangelical seminary as correlates of success, satisfaction, and self-perceived effectiveness". Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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10

Duff, Sarah Emily. "Head, heart, and hand : the Huguenot Seminary and College and the construction of middle class Afrikaner femininity, 1873-1910". Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/533.

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Livros sobre o assunto "Patrick's College and Seminary"

1

Walsh, K. J. Yesterday's seminary: A history of St Patricks Manly. St Leonards, N.S.W: Allen & Unwin, 1998.

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2

St. Patrick's College (Maynooth, Ireland). Library. Maynooth library treasures: From the collections of Saint Patrick's College. Editado por Neligan Agnes. Dublin: Royal Irish Academy, 1995.

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3

Group, Records Management, ed. Proceedings of a one-day seminar held at St Patrick's College,Drumcondra, Dublin, 4 September 1981. (Sheffield): Society of Archivists, Records Management Group, 1985.

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4

M, Burns Jeffrey, e Saint Patrick's Seminary (Menlo Park, Calif.), eds. St. Patrick's Seminary. [Menlo Park, CA]: St. Patrick's Seminary, 1998.

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5

Society of Archivists (Great Britain). Records Management Group., ed. Records management 9: Proceedings of a one-day seminar held at St. Patrick's College, Drumcondra, Dublin, 4 September 1981. [Winchester, England]: Society of Archivists, Records Management Group, 1985.

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6

Society, Irish Deaf. Bilingual education for deaf children: Best option for the future? : seminar, St. Patrick's College, Drumcondra, Dublin, Saturday 22nd March 1997. Dublin: Irish Deaf Publications, 1997.

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7

Society, Irish Deaf, ed. Seminar "Bilingual education for deaf children": Best option for the future?, St. Patrick's College, Drumcondra, Dublin, Saturday 22nd March 1997. Dublin: Irish Deaf Society, 1997.

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8

Cornwell, John. Seminary Boy. New York: The Doubleday Religious Publishing Group, 2006.

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9

Pavitt, Iris Parker. The Seminary Fire of 1896. South Hadley, MA: Mt. Holyoke College Archives & Special Collections, 2015.

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10

Helmreich, Paul C. Wheaton College, 1834-1912: The seminary years. Norton, Mass: Class of 1949, Wheaton College, 1985.

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Capítulos de livros sobre o assunto "Patrick's College and Seminary"

1

"College, Seminary, and Further Searching". In Gerhard O. Forde, 27–36. 1517 Media, 2020. http://dx.doi.org/10.2307/j.ctvzcz42d.6.

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2

Temkin, Sefton D. "Zion College". In Creating American Reform Judaism, 125–30. Liverpool University Press, 1998. http://dx.doi.org/10.3828/liverpool/9781874774457.003.0020.

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This chapter explores another venture that was close to Isaac Mayer Wise’s heart. In 1854, the Israelite contained an announcement calling the Jews of Cincinnati to a general meeting with a view to establishing ‘a college on the pattern of German universities, connected with a theological seminary, and a seminary for teachers, in order to promulgate science and the interests of Judaism among our fellow-citizens’. An institution of the dimensions contemplated needed more than local support, and Wise immediately took the lead in organizing such support outside Cincinnati through speaking tours. These tours give fresh evidence of Wise’s wide-ranging interests and self-confident versatility. He had written on theological matters; he had written history; he had written novels. Now he turned his hand to descriptive writing.

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3

Glebe, Delton J. "Odyssey: Waterloo College, Waterloo Lutheran Seminary, WLU". In I Remember Laurier, 19–25. Wilfrid Laurier Press, 2013. http://dx.doi.org/10.51644/9781554584116-005.

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Yao, Yu-Shuang, e Richard Gombrich. "FGS and Education". In Chinese Buddhism Today: Conservatism, Modernism, Syncretism and Enjoying Life on the Buddha’s Light Mountain, 70–83. Equinox Publishing, 2022. http://dx.doi.org/10.1558/equinox.43516.

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The authors begin this chapter with a short review of the history of Buddhist education since the Chinese Xinhai revolution of 1911. In 1967 Hsing Yun founded a seminary (now a women's college), near Kaohsiung in southern Taiwan. This was the first of what has become a college/seminary system which has trained vast numbers of monastics both in Taiwan and overseas. The authors describe the system itself including providing in an appendix, the course curriculum. The chapter also covers Hsing Yun's educational activities beyond the seminary and suggest that his manner of operating these might be described as "Confucian paternalism."

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Questier, Michael. "Seminary colleges, converts and religious change in post-Reformation England, 1568–1688". In College communities abroad. Manchester University Press, 2017. http://dx.doi.org/10.7765/9781526105929.00011.

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Questier, Michael. "Seminary colleges, converts and religious change in post-Reformation England, 1568–1688". In College Communities Abroad. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784995140.003.0006.

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This essay will look at one of the principal functions of the seminary colleges founded by English exiles and the place they occupy in debates about what happened to Catholicism in England after the Reformation, i.e. after 1559, currently still in something of a deadlock between those who argue for a slow-decline thesis and, on the other hand, those who want to say that there was, across the British Isles, a surge in and after the 1570s of Counter-Reformation zeal. It will ask: what were those who enrolled at these colleges supposed to do once they returned to their native country and started to minister to the faithful? In particular, in the context of the powerful rhetoric of conversion which framed the founding of the seminaries at Douai and Rome, how far were ordained clergy supposed to evangelise outside the confines of the separated Catholic community? And if they did so, to what end? How seriously were they supposed to take the rhetoric of national conversion that some Catholics in this period used? We might imagine that individual conversions to Catholicism, in the sense of explicit, overt and public changes of “religion”, were rather limited in number, not least because of the development of a statutory legal code which inflicted severe penalties on those who decided to go into separation from the national Church. However, this paper will also look at what conversion means more generally in this context, in other words – not just as a transfer from one confession or Church to another but also as the understanding of the purpose of the Catholic clerical estate in the English national Church. Finally, it will attempt to do this with an eye to the conflicting approaches and interpretations in the current historiography of the post-Reformation Catholic community in England and Britain in the later sixteenth and the seventeenth centuries.

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"7. Ontario Bible College and Ontario Theological Seminary". In Canadian Evangelicalism in the Twentieth Century, 121–30. Toronto: University of Toronto Press, 1993. http://dx.doi.org/10.3138/9781487574642-012.

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Sivilich, Michelle, Travis G. Parno, Ruth M. Mitchell e Donald L. Winter. "“Establish on that sacred spot a female seminary”". In Unearthing St. Mary's City, 257–74. University Press of Florida, 2021. http://dx.doi.org/10.5744/florida/9780813066837.003.0015.

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St. Mary’s Female Seminary (today, St. Mary’s College of Maryland) was founded in 1840 as a monument to Maryland’s first capital of St. Mary’s City. Although the early years of the seminary were marked with financial struggles and administrative challenges, the institution survived, transforming from a small women’s secondary school into a four-year, co-ed college. As part of plans to improve existing infrastructure on the property, St. Mary’s College of Maryland recruited archaeologists from Historic St. Mary’s City to conduct excavations on the areas scheduled to be impacted. A mere four excavation units yielded more than 20,000 artifacts dating to the late nineteenth and early twentieth centuries. This chapter reviews the history of the school and analyzes the artifacts recovered from the 1997 excavations, in concert with the institution’s documentary record, to explore life at the seminary at the turn of the century. This discussion balances evidence of student life, including artifacts related to personal adornment, hygiene, and recreation, against measures taken by the institution to keep costs down while improving aging infrastructure.

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Dickens, Charles. "To the President of St Patrick's College, Maynooth, 26 March 1867". In The British Academy/The Pilgrim Edition of the Letters of Charles Dickens, Vol. 11: 1865–1867, editado por Graham Storey. Oxford University Press, 1999. http://dx.doi.org/10.1093/oseo/instance.00119501.

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"Luther College, Harvard Again, and a Return to Luther Seminary". In Gerhard O. Forde, 37–42. 1517 Media, 2020. http://dx.doi.org/10.2307/j.ctvzcz42d.7.

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Trabalhos de conferências sobre o assunto "Patrick's College and Seminary"

1

Uzair, Aanis, Lars Abrahamczyk, Dagoberto Gómez, Kinda Elias, Ante Vrban, Davorin Penava e Snježana Markušić. "EARTHQUAKE PERFORMANCE OF A CULTURAL HERITAGE BUILDING: THE JESUIT COLLEGE IN DUBROVNIK, CROATIA". In 2nd Croatian Conference on Earthquake Engineering. University of Zagreb Faculty of Civil Engineering, 2023. http://dx.doi.org/10.5592/co/2crocee.2023.23.

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Cultural heritage buildings generally refer to the ancient structures having high cultural and historical significance. These buildings are constructed using obsolete practices and require special considerations with respect to the lateral resistance, especially in moderate and high seismic regions. This study focuses on the earthquake performance assessment of the Episcopal Seminary Building and Classical Gymnasium (Jesuit College) located in the Old City of Dubrovnik, Croatia (UNESCO World Heritage Site). The construction dates back to 1662 and was developed in different stages until 1765. During this period, Jesuit College suffered damages from two major earthquakes i.e., M7.6 Dubrovnik in 1667 and M6.9 Montenegro in 1979. The material composition, structural drawings, and fundamental frequencies of the building were previously obtained in the framework of the research project “Seismic Risk Assessment of Cultural Heritage in Croatia – SeisRICHerCRO”. The material is predominantly composed of irregular stone blocks laid in lime mortar. The structural details such as floor vaults, arches, flexible diaphragms, and spatially irregular openings are numerically modelled using the finite element method. The analytical model is calibrated by performing eigenvalue analysis to compute the material parameters i.e., elastic modulus and density (supported by extensive literature review) that allows the modal frequencies to match with the values obtained from the ambient vibration testing. The seismic performance is then evaluated using the linear analysis procedure in accordance with the current guidelines of the Eurocode 8 and the corresponding Croatian National Annex. For the design earthquake, critical damage zones are identified and recommendations for retrofitting measures are proposed.

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