Статті в журналах: "Victorian Institute of Colleges"

1

Quilty, Patrick G., and Desmond J. Lugg. "Phillip Garth Law 1912 - 2010." Historical Records of Australian Science 24, no. 1 (2013): 134. http://dx.doi.org/10.1071/hr12026.

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Phillip Law is renowned as the first and best-recognized Director of the Australian Antarctic Division, responsible for conduct of the Australian National Antarctic Research Expeditions (ANARE) 1947-66, with the emphasis on science. He established most of the ANARE traditions and oversaw the location and establishment of all Australian Antarctic stations. He was widely recognized and decorated for both national and international influence. His main trait was perseverance in fighting to achieve his goals. In 1966, he became Chief Executive of the Victoria Institute of Colleges to develop, highly successfully, non-university tertiary education in Victoria. Throughout his professional career, he was a prolific diarist, writer and publicist.

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2

Linzey, Kate. "Constructing Education: 1961-69." Architectural History Aotearoa 2 (October 3, 2005): 10–22. http://dx.doi.org/10.26686/aha.v2i0.6707.

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The 1960s were a time of great change and growth in New Zealand's tertiary eduction sector, and the university-based discipline of architecture was in no way exempt from this progress. In response to the Parry Report of 1959-1960, the New Zealand government passed the 1961 Universities Act, which dissolved the federated University of New Zealand. This Act opened the way for the independence of the four universities of Auckland, Victoria, Canterbury and Otago, and the two allied agricultural colleges of Massey and Lincoln. Under the federated university system, Auckland University College had been the centre of architectural training, and had delivered extramural course through colleges in the other centres. As the "disproportionate number" of extramural and part-time study had been criticisms levelled by the Parry Report, it was obvious that another School of Architecture would now be required, but where? Ever an argumentative association, members of the New Zealand Institute of Architects engaged in a lively debate on the choice, positing Victoria University in Wellington, and Canterbury University in Christchurch, as the major contenders. By the end of the decade university-based architectural training would expand at both Auckland and (the new) Wellington Schools, New Zealand's first PhD in Architecture would be conferred on Dr John Dickson, and many of the careers of architects and architectural academics who went on to construct the discipline as it is today, had begun.

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3

Oppenheim, Janet. "A Mother's Role, a Daughter's Duty: Lady Blanche Balfour, Eleanor Sidgwick, and Feminist Perspectives." Journal of British Studies 34, no. 2 (April 1995): 196–232. http://dx.doi.org/10.1086/386074.

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Addressing the Women's Institute in London on November 23, 1897, Eleanor Sidgwick, principal of Newnham College, Cambridge, observed thatThere will always be gaps in domestic life which can best be filled by the unmarried girls and women of the family; help wanted in the care of old people and children and invalids, or in making the work of other members of the family go smoothly, to which a woman may well devote herself at some sacrifice of her own future—a sacrifice she will not regret. This kind of work can best be done by women, not only because they are generally better adapted to it, but because the sacrifice is not so clear nor so great in their case as it would generally be in that of a man. Only let the cost be counted and compared with the gain, and do not let us ask women to give up their chance of filling a more useful place in the world for the sake of employing them in trivial social duties from which they might be spared with little loss to anyone.With these remarks, Mrs. Sidgwick joined the extended debate over the rights and duties of spinster daughters that the Victorian women's movement pursued for decades. For many participants, it was the preeminent issue that women had to confront if they were significantly to improve the condition of their lives.

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الحوامدة, إيصال صالح. "الكتاب في فقرة". الفكر الإسلامي المعاصر (إسلامية المعرفة سابقا) 27, № 102 (19 грудня 2021): 279–91. http://dx.doi.org/10.35632/citj.v27i102.5991.

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الدين والقيم محورية التزكية الروحية في بناء المجتمع، محمد حلمي عبد الوهاب، القاهرة: نيوبوك للنشر والتوزيع، ط1، 2020، 160 صفحة القيم الوطنية في المناهج التعليمية، مفتاح بن هدية، عمّان: دار الأيام للنشر والتوزيع، ط1، 2020، 288 صفحة القيم الأخلاقية في المجتمع العربي بين النظرية والممارسة، مجموعة من الباحثين، تنسيق: نسيسة فاطمة الزهراء، عمّان: دار الأيام للنشر والتوزيع، ط1، 2020، 3 مجلدات، 898 صفحة المسلمون والغرب والتأسيس القرآني للمشترك الإنساني، أحمد الفراك، فرجينيا: المعهد العالمي للفكر الإسلامي، ط1، 2021، 392 صفحة المشترك الإنساني والتواصل الحضاري والديني أية أرضية؟ وأي أفق؟، مجموعة مؤلفين، تنسيق أحمد الفراك وعبد الباسط المستعين، عمّان: دار ركاز للنشر والتوزيع، ط1، 2021، 515 صفحة قيمنا الإسلامية والتسارع الحضاري كيف نتعامل مع معطيات الحضارة المعاصرة، يوسف الملّا، القاهرة: دار السلام للطباعة والنشر والتوزيع والترجمة، ط1، 2020، 336 صفحة إدارة الجودة الشاملة في التعليم، خالد الصرايرة ورضا المواضيه وخالد الزيديين، عمّان: دار وائل للطباعة والنشر والتوزيع، ط1، 2019، 223 صفحة القيم الأخلاقية الواردة في كتب التربية الإسلامية "كتب المرحلة المتوسطة من التعليم الأساسي بلبنان"، شيرين خورشيد، بيروت: نشر خاص، 2019، 280 صفحة تطوير تقويم أداء كليات جامعة الملك سعود في ضوء مدخل القيمة المضافة، عبد اللطيف ابن عبد الله، القاهرة: المنظمة العربية للتنمية الإدارية، ط1، 2019، 223 صفحة حوكمة المؤسسات في ضوء الفكر المعاصر، سامح عامر وياسمين السنطيل، الأردن: دار الفكر للنشر والتوزيع، ط1، 2020، 408 صفحة أنثروبولوجيا الفقه الإسلامي: التعليم والأخلاق والاجتهاد الفقهي في الأزهر، آريا نكسا، بيروت: مركز نهوض للدراسات والبحوث، ط1، 2021م، 511 صفحة منظومة القيم المقاصدية وتجلياتها التربوية، فتحي حسن ملكاوي، عمّان: المعهد العالمي للفكر الإسلامي، ط1، 2020م، 287 صفحة The Value of Critical Knowledge, Ethics and Education: Philosophical History Bringing Epistemic and Critical Values to Values, by Ignace Haaz, geneva: net, June 2019, 234 pages. Islamic Law and Ethics, Edited by David R. Vishanoff , Herndon: The International Institute of Islamic Thought, June, 2020, 222 pages. Value and the Humanities: The Neoliberal University and Our Victorian Inheritance (Palgrave Studies in Literature, Culture and Economics, by Zoe Hope Bulaitis, Edinburgh: Palgrave Macmillan, June 2020, 326 How to Market a university: Building Value in a Competitive Environment, by Teresa Flannery, Baltimore: Johns Hopkins University Press, January 2021, 256 Higher Expectations: Can Colleges Teach Students What They Need to Know in the 21st Century? by Derek Bok, New Jersey: Princeton University Press, August 2020, 232 Cracks in the Ivory Tower: The Moral Mess of Higher Education, by Jason Brennan and Phillip Magness, UK: Oxford University Press, June 2021, 176 Teaching the Whole Student: Engaged Learning With Heart, Mind, and Spirit, Editing by David Schoem & Christine Modey, & Edward P. St. John, Stylus Publishing, May 2017, 292

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5

Susskind, Jacob L., Robert Fischer, Robert B. Luehrs, Joseph M. McCarthy, Pasquale E. Micciche, Bullitt Lowry, Linda Frey, et al. "Book Reviews." Teaching History: A Journal of Methods 10, no. 1 (April 20, 2020): 35–45. http://dx.doi.org/10.33043/th.10.1.35-45.

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J. M. MacKenzie. The Partition of Africa, 1880-1900. London and New York: Methuen, 1983. Pp. x, 48. Paper, $2.95. Review by Leslie C. Duly of Bemidji State University. C. Joseph Pusateri. A History of American Business. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. Pp. xii, 347. Cloth, $25.95; Paper, $15.95. Review by Paul H. Tedesco of Northeastern University. Russell F. Weigley. History of the United States Army. Enlarged edition. Bloomington: Indiana University Press, 1984. Pp. vi, 730. Paper, $10.95. Review by Calvin L. Christman of Cedar Valley College. Jonathan H. Turner, Royce Singleton, Jr., and David Musick. Oppression: A Socio-History of Black-White Relations in America. Chicago: Nelson-Hall, 1984. Cloth, $24.95; Paper, $11.95. Review by Thomas F. Armstrong of Georgia College. H. Warren Button and Eugene F. Provenzo, Jr. History of Education and Culture in America. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1983. Pp. xvii, 370. Cloth, $20.95. Review by Peter J. Harder. Vice President, Applied Economics, Junior Achievement Inc. David Stick. Roanoke Island: The Beginnings of English America. Chapel Hill and London: University of North Carolina Press, 1983. Pp. xiv, 266. Cloth, $14.95; Paper, $5.95. Review by Mary E. Quinlivan of the University of Texas of the Permian Basin. John B. Boles. Black Southerners 1619-1869. Lexington: The University Press of Kentucky, 1983. Pp. ix, 244. Cloth, $24.00; Paper, $9.00. Review by Kay King of Mountain View College. Elaine Tyler May. Great Expectations: Marriage and Divorce in Post-Victorian America. Chicago: University of Chicago Press, 1980. Pp. viii, 200. Cloth, $15.00; Paper, $6.95. Review by Barbara J. Steinson of DePauw University. Derek McKay and H. M. Scott. The Rise of the Great Powers, 1648-1815. London: Longman, 1983. Pp. 368. Paper, $13.95. Review by Linda Frey of the University of Montana. Jack S. Levy. War in the Modern Great Power System, 1495-1975. Lexington: The University Press of Kentucky, 1983. Pp. xiv, 215. Cloth, $24.00. Review by Bullitt Lowry of North Texas State University. Lionel Kochan and Richard Abraham. The Making of Modern Russia. Second Edition. New York: Penguin Books, 1983. Pp. 544. Paper, $7.95. Review by Pasquale E. Micciche of Fitchburg State College. D. C. B. Lieven. Russia and the Origins of the First World War. New York: St. Martin's Press, 1983. Pp. 213. Cloth, $25.00. Review by Joseph M. McCarthy of Suffolk University. John F. V. Kieger. France and the Origins of the First World War. New York: St. Martin's Press, 1983. Pp. vii, 201. Cloth, $25.00. Review by Robert B. Luehrs of Fort Hays State University. E. Bradford Burns. The Poverty of Progress: Latin Amerca in the Nineteenth Century. Berkeley: University of California Press, 1980. Pp. 185. Paper, $6.95. Review by Robert Fischer of the Southern Technical Institute. Anthony Seldon and Joanna Pappworth. By Word of Mouth: Elite Oral History. London and New York: Methuen, 1983. Pp. xi, 258. Cloth, $25.00; Paper, $12.95. Review by Jacob L. Susskind of the Pennsylvania State University, The Capitol Campus.

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6

Gall, John A. M. "Continuing education programme — Victorian Institute of Forensic Medicine." Journal of Clinical Forensic Medicine 5, no. 3 (September 1998): 163–67. http://dx.doi.org/10.1016/s1353-1131(98)90053-0.

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7

Rodan, Paul. "Women and Unionism: the Case of the Victorian Colleges Staff Association." Journal of Industrial Relations 32, no. 3 (September 1990): 386–402. http://dx.doi.org/10.1177/002218569003200305.

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8

Orse, Asmita, Nikhil Suryawanshi, Harsh Shrivastav, Pratik Bajpai, and Prof Megha Patil. "Institute Recommendation System Using ML." International Journal for Research in Applied Science and Engineering Technology 10, no. 5 (May 31, 2022): 1996–97. http://dx.doi.org/10.22214/ijraset.2022.42662.

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Abstract: To choose any educational organization is one of the major or foremost decision for every student because it plays a vital role for growth and development of students and it also helps to boosts their career. SSC is one of the crucial stage of every student’s life in India. It decides the future of every student career. SSC decides in which stream the student will make his career. SSC scores of the student decides in which college the student will take admission. College selection is second step after SSC in student’s career. The college selection plays an important role as college selection requires a lot of searching work. Students search for the various aspects like college campus, teaching staffs, extracurricular activities in colleges, infrastructure of colleges, etc., even the reviews of college is searched to get extra confirmation about the genuinely of details. Searching all the details requires a large amount of time. Hence, it’s important to reduce this manual work and automate this with help of software.

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9

Bischof, Christopher Robert. "“A Home for Poets”: The Liberal Curriculum in Victorian Britain's Teachers' Training Colleges." History of Education Quarterly 54, no. 1 (February 2014): 42–69. http://dx.doi.org/10.1111/hoeq.12046.

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In the 1850s, at St. Mark's training college in Chelsea, London, ten students regularly violated the “lights out” rule in the evening at the end of long, exhausting days. Desirous of increasing their culture and general knowledge, they gave over half an hour every evening before sleep to what they styled, after the working-class clubs of the same name, “a mutual improvement society” in which they took turns giving lectures on a wide range of topics. They were not alone: throughout the second half of the nineteenth century, teachers-in-training across Britain supplemented their already daunting workload by writing poetry, reading novels, discussing Shakespeare, and holding debates about pressing social and political questions. From the perspective of many Victorian observers and historians today, this anecdote is an anomaly, an aberration that carries little weight in telling the story of the training colleges in which the majority of teachers in Victorian Britain eventually came to receive an education. For them, training colleges were the sites of rote memorization and pedagogical learning. Though some educationalists called for a more liberal curriculum for teachers, according to this view, teachers' education only began to emphasize expansive reading, original thinking, the cultivation of the individual, and general curiosity beginning in the 1890s with the rise of day training colleges affiliated with universities.

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Fan, Weijie, Yangzu Fan, Ju Zhang, Jianghong Mao, and Qiang Li. "A Study of Industry-university-institute Cooperative Education in Colleges and Universities against the Background of Emerging Engineering Education." SHS Web of Conferences 96 (2021): 03001. http://dx.doi.org/10.1051/shsconf/20219603001.

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With emerging engineering education becoming a new strategic direction of the higher engineering education reform in China, it is an important issue faced by colleges and universities to comprehensively improve their abilities of training talent, conducting scientific research and serving the society. Promoting industry-university-institute cooperation is a key measure for colleges and universities to keep up with the pace of higher education and socio-economic development. Colleges and universities need to improve the industry-university-institute cooperative talent training mechanism, and establish an industry-university-institute cooperative education system based on public technology service platforms, to promote the combination of technology and production through cooperative education based on their current situation of research, push forward the supply side reform of higher education, and provide human resources, technical support and industrial services for social development against the background of emerging engineering education. While enhancing their levels of scientific research and education, colleges and universities can promote social progress and help enterprises create economic benefits, to achieve win-win cooperation with all relevant parties in the society.

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11

Maunders, David, and Donella Jaggs. "From yeoman to technologist: Generalist and specialist trends in Victorian agricultural colleges." Melbourne Studies in Education 32, no. 1 (January 1991): 154–67. http://dx.doi.org/10.1080/17508489109556244.

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12

Bell, Amy. "“We were having a lot of fun at the photographers”." Ontario History 107, no. 2 (July 24, 2018): 240–61. http://dx.doi.org/10.7202/1050637ar.

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This article uses the photographic examples from a small female college to explore the use of photography as a social practice in late Victorian female colleges. It argues that photographs of students worked as both frames and surfaces: framing the visual details of their daily lives, while simultaneously allowing them a surface on which to fashion self-portraits. The photographs of Hellmuth Ladies’ College demonstrate the multiple arenas of late Victorian educational experience, the idealistic and aesthetic links between female educational institutions in the circum-Atlantic World, and the importance of school photographs to Canada’s photographic history.

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Donaldson, Sandra M., and Melissa Brotton. "ROBERT AND ELIZABETH BARRETT BROWNING: AN ANNOTATED BIBLIOGRAPHY FOR 1996." Victorian Literature and Culture 27, no. 2 (September 1999): 613–33. http://dx.doi.org/10.1017/s1060150399272257.

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The following abbreviations appear in this year’s bibliography:BSN Browning Society NotesDAI Dissertation Abstracts InternationalNCL Nineteenth Century LiteratureTLS Times Literary SupplementVLC Victorian Literature and CultureVP Victorian PoetryVR Victorian ReviewVS Victorian StudiesAn asterisk* indicates that we have not seen the item. Cross references with citation numbers between 51 and 70 followed by a colon (e.g., C68:) refer to William S. Peterson’s Robert and Elizabeth Barrett Browning: An Annotated Bibliography, 1951–1970 (New York: Browning Institute, 1974); higher numbers refer to Robert Browning: A Bibliography 1830–1950, compiled by L. N. Broughton, C. S. Northup, and Robert Pearsall (Ithaca: Cornell UP, 1953).

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14

Dauber, James A., Miranda O. Ball, Ashley M. Lewis, and Cierra R. Neidermeyer. "Victorian Institute of Sport Assessment Questionnaire, Patellar Tendon (VISA-P)." Critical Reviews in Physical and Rehabilitation Medicine 30, no. 3 (2018): 269–73. http://dx.doi.org/10.1615/critrevphysrehabilmed.2018028914.

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15

Rodan∗, Paul. "The Victorian Colleges Staff Association: The Rise of a Specialist General Staff Union." Journal of Tertiary Education Administration 9, no. 2 (October 1987): 117–25. http://dx.doi.org/10.1080/0157603870090202.

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Colman, Peter M., and Antony W. Burgess. "Colin Wesley Ward 1943–2017." Historical Records of Australian Science 29, no. 2 (2018): 191. http://dx.doi.org/10.1071/hr17020.

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Colin Wesley Ward's professional life played out at the Commonwealth Scientific and Industrial Research Organisation (CSIRO) laboratory on Royal Parade, Parkville, Victoria, where he was a scientist, leader, raconteur, colleague and friend to several generations of staff who worked there. Ward's scientific legacy encompasses large bodies of work on antigenic variation in influenza viruses, the taxonomy of plant viruses, veterinary vaccines and the structure and function of several growth factor receptors. On retirement from CSIRO he continued work on the insulin receptor with colleagues at the Walter and Eliza Hall Institute of Medical Research, conceived of and founded CSIRO pedia and compiled his family history.

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Stetz, Margaret. "“Would You Like Some Victorian Dressing with That?”." Articles, no. 55 (April 20, 2010): 0. http://dx.doi.org/10.7202/039557ar.

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AbstractThis article challenges scholars to look beyond conventional audiences for Victorian studies and to go beyond conventional subjects, into the world of Victorian and Neo-Victorian fashion. It holds up the career of Dr. Valerie Steele, Director of the Museum at the Fashion Institute of Technology, as a model for how to conduct historical research into Victorian clothing and how to bring the results of that research to a broader public. It encourages academics to use the Internet to connect with a non-academic public that is already engaged with the Victorians through the medium of clothing, and it urges readers in general to see Neo-Victorian “mashup” dressing as an opportunity for serious exchange of knowledge about nineteenth-century culture.

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Manogharan, Melissa Wane, and Thinagaran Thivaharan. "Academic Staff Retention in Private Higher Education Institute - Case Study of Private Colleges in Kuala Lumpur." International Journal of Higher Education 7, no. 3 (May 7, 2018): 52. http://dx.doi.org/10.5430/ijhe.v7n3p52.

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This case study attempts to identify the reasons for high turnover of academic staff in private higher institutions especially in small colleges. Three small colleges that shared almost the same type of background were being selected to participate in this study. The academic coordinator from these three institutions was interviewed. This case study has been adapted into qualitative method in order to discover any new elements that are able to explain the lower retention rate among academic staff in private college. The findings indicate that there are several factors that spearhead to failure in retaining academic staff in private higher institution including task and work load, conflict of role, underpaid, and other intrinsic factors. In addition, this study has drawn some suggestions to small colleges to retain academic staff and to Malaysian Quality Accreditation to monitor and regulate turnover rate of academic staff in small colleges.

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Home, R. W. "Ferdinand Mueller and the Royal Society of Victoria." Proceedings of the Royal Society of Victoria 127, no. 1 (2015): 105. http://dx.doi.org/10.1071/rs15012.

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During the 1850s the botanist Ferdinand Mueller (later von Mueller) played a leading role in the affairs of the predecessor societies of the Royal Society of Victoria. He was president of the last of these, the Philosophical Institute of Victoria, when in January 1860 it was granted permission to style itself the Royal Society of Victoria. The formation of these societies also advanced Mueller’s own career at a crucial stage of its development. In particular, their commitment to publishing volumes of Transactions provided Mueller with a vehicle for publishing descriptions of the many new species he was identifying in the Australian flora, thus freeing him from his former dependence on colleagues in Europe to see his work into print. Following the launching of a series of his own, Fragmenta phytographiae australiae, in 1858, Mueller no longer had to depend on the local society, either, in order to see his botanical work published. When his experience and advice were ignored in the planning of the Burke and Wills Expedition and he became thoroughly disillusioned with fellow members of the Royal Society who were responsible for the debacle, he gradually distanced himself from the organisation and had little to do with it for many years thereafter.

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Sakai, Kikuo, Kozo Watanabe, and Ronald W. Millard. "Defining the mechanical border zone: a study in the pig heart." American Journal of Physiology-Heart and Circulatory Physiology 249, no. 6 (December 1, 1985): H1232—s—H1232—s. http://dx.doi.org/10.1152/ajpheart.1985.249.6.h1232-s.

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Page H88: Kikuo Sakai, Kozo Watanabe, and Ronald W. Millard. “Defining the mechanical border zone: a study in the pig heart.” Page H94: the acknowledgments were omitted and are as follows. We are grateful to Dr. Arnold Schwartz, Dept. of Pharmacology and Cell Biophysics, University of Cincinnati College of Medicine, and Dr. Mootomi Nakamura, Angiocardiology and Cardiovascular Clinic, Kyushu University, Fukuoka, Japan, for their support and encouragement. The expert technical assistance of Victoria Rapien and John Erickson was invaluable. This study was supported in part by Grant P01-HL-22619 from the National Heart, Lung, and Blood Institute. Preliminary findings of this study were first reported at the Annual Scientific Session of the American Heart Association held at Anaheim, CA, November 1983. An abstract of this work has appeared ( Circulation 68, Suppl. III: 194, 1983).

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Sethi, Ahsan. "Problem Based Learning: Learning from the Experiences of Medical Students." Proceedings of Shaikh Zayed Medical Complex Lahore 34, no. 1 (March 2, 2020): 1–5. http://dx.doi.org/10.47489/p000s341z7341-5mc.

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Introduction: Problem based learning (PBL) is student centered learning approach that has been implemented in many medical colleges. Since the literature has controversial takes on the utility of PBL, exploring student perspectives might share insights on the contextual merits and demerits of PBL approach. Aims & Objectives: To evaluate experience of medical students regarding PBL in hybrid integrated curriculum. Place and duration of study: May to June 2018 at two medical colleges of Lahore (Shalamar Medical College & University College of Medicine and Dentistry. Material & Methods: Descriptive cross sectional study conducted in May to June 2018 at two medical colleges. Sample size was 188 students of 1st and 2nd year MBBS of Institute 1 and 110 students of 1st and 2nd year MBBS of Institute 2. Pre validated questionnaire was distributed and students were asked to record their experience about PBL using a 5-point’s Likert scale. Data was analyzed by using non-parametric statistics. Results: Institute 1 (188 participants), Institute 2 (110 participants), females being 205 (68.79%). Mean score <3 indicates bad experience while >3 indicates good experience about PBL. Results showed that students of both institutes found several key benefits of PBL acquiring critical thinking, problem solving, communication skills and team work. PBL was perceived as better learning approach than lectures. Moreover students of Institute 1 mean score <3.0 showed dissatisfaction regarding tutor performance in PBL facilitation which was statistically significant (0.048). Conclusion: It is recommended that tutor and student training should be mandatory before introducing PBL. PBL session marks can be included in internal assessment. Only senior faculty and volunteering to facilitate should conduct PBL sessions.

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Donaldson, Sandra M., Dominic Bisignano, and Melissa Brotton. "ROBERT AND ELIZABETH BARRETT BROWNING: AN ANNOTATED BIBLIOGRAPHY FOR 1998." Victorian Literature and Culture 29, no. 2 (September 2001): 553–69. http://dx.doi.org/10.1017/s1060150301002170.

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The following abbreviations appear in this year’s bibliography:BSN Browning Society Notes. DAI Dissertation Abstracts International. N&Q Notes and Queries. NCL Nineteenth Century Literature. RES Review of English Studies. VLC Victorian Literature and Culture. VP Victorian Poetry. VS Victorian StudiesAn asterisk* indicates that we have not seen the item. Cross references with citation numbers between 51 and 70 followed by a colon (e.g., C68:) refer to William S. Peterson’s Robert and Elizabeth Barrett Browning: An Annotated Bibliography, 1951–1970 (New York: Browning Institute, 1974); higher numbers refer to Robert Browning: A Bibliography 1830–1950, compiled by L. N. Broughton, C. S. Northup, and Robert Pearsall (Ithaca: Cornell UP, 1953).

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SHINPO, Koichi. "Special Session of Presidents of National Institute of Technology, KOSEN Colleges." Journal of JSEE 67, no. 6 (2019): 6_19–6_21. http://dx.doi.org/10.4307/jsee.67.6_19.

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24

IGARASHI, Kazuo. "Activity of Collaboration Promotion in Institute of National Colleges of Technology." Journal of the Japan Society for Precision Engineering 78, no. 4 (2012): 281–85. http://dx.doi.org/10.2493/jjspe.78.281.

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25

IGARASHI, Kazuo. "Activity of Collaboration Promotion in Institute of National Colleges of Technology." Journal of the Society of Mechanical Engineers 115, no. 1121 (2012): 202–4. http://dx.doi.org/10.1299/jsmemag.115.1121_202.

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26

Mazuritsky, A. M. "The library and information education crisis, or For whom the bell tolls." Scientific and Technical Libraries, no. 5 (December 7, 2018): 14–23. http://dx.doi.org/10.33186/1027-3689-2018-5-14-23.

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The author explores the critical phenomena in modern library and information education which he regards as “ringing bells”. That is decrease of the state-financed openings in universities and specialized colleges of library and information studies; introduction of the Unified State Exam which has destroyed the system of occupational orientation at library departments; merging library departments with other departments; the problems of the faculty staffing. Arkady Sokolov identified these malignant processes as “the library school annihilation”.The author puts forward the suggestions to change the situation: restitution of Moscow State Institute of Culture as a head of professional educational institute; summoning professional conference to develop a strategy and tactics of library education; building post-graduate program to prepare professors for regional professional higher schools and colleges. The author emphasizes the critical need for the national policy for the library industry and consolidation of resources, not only those of library university department and colleges, but also the educational centers to train and retrain librarians on the premises of several major libraries.

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27

Hendricks, Lutz, Christopher Herrington, and Todd Schoellman. "College Quality and Attendance Patterns: A Long-Run View." American Economic Journal: Macroeconomics 13, no. 1 (January 1, 2021): 184–215. http://dx.doi.org/10.1257/mac.20190154.

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We construct a time series of college attendance patterns for the United States and document a reversal: family background was a better predictor of college attendance before World War II, but academic ability was afterward. We construct a model of college choice that explains this reversal. The model’s central mechanism is that an exogenous surge of college attendance leads better colleges to be oversubscribed, institute selective admissions, and raise their quality relative to their peers, as in Hoxby (2009). Rising quality at better colleges attracts high-ability students, while falling quality at the remaining colleges dissuades low-ability students, generating the reversal. (JEL I23, J12, N32)

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28

Johnson, Clayton. "A State-Wide Earth Science Institute in Missouri." Earth Sciences History 4, no. 1 (January 1, 1985): 63–68. http://dx.doi.org/10.17704/eshi.4.1.6l47772466768362.

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One-hundred-fifteen secondary school science teachers in Missouri were trained in 1969-70 in an NSF-funded, state-wide institute in which eight colleges and universities participated. An inquiry approach to teaching and learning, in contrast to lecturing and reciting, was to be used by the newly trained teachers. Because of this, special attention was given, during the training period, to teacher attitudes and attitude change in relation to students and classroom situations. Evaluation showed that the greatest positive change in teacher attitude came during the early, very intensive part of the year-long program.

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29

Shibata, Takanori. "Artificial Emotional Creature Project to Intelligent Systems." Journal of Robotics and Mechatronics 8, no. 4 (August 20, 1996): 392–93. http://dx.doi.org/10.20965/jrm.1996.p0392.

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I came to the Massachusetts Institute of Technology in September, 1995, intending to stay as a researcher at its Artificial Intelligence Laboratory for two years. Cambridge and the environs of Boston where MIT is located is dotted with a number of universities and colleges, including Harvard University and Tuft College, and also with businesses related to universities. In addition, the area is full of venture-capital enterprises related to computers. Because of the presence of numerous universities and colleges a large number of people are gathered here from all over the world.

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30

Ooi, Chin Chin, Michal Schneider, Peter Malliaras, Meng Ai Png, Martine Chadwick, Donna Jones, Nanda Venkatanarasimha, and David Connell. "Real-time sonoelastography evaluation of the Achilles tendon following ultrasound-guided platelet-rich plasma injection and eccentric exercise for the treatment of refractory Achilles tendinopathy." Ultrasound 27, no. 3 (December 19, 2018): 138–47. http://dx.doi.org/10.1177/1742271x18818608.

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The objective of this study was to investigate the feasibility of using sonoelastography to depict Achilles tendon stiffness after platelet-rich plasma injection and eccentric exercise for chronic Achilles tendinopathy, and to correlate sonoelastography findings with clinical outcome up to 12 months after treatment. Forty-five Achilles tendons from 45 patients (33 males, 12 females; mean age 51 years) were examined using sonoelastography and ultrasound at baseline, 4–6 weeks, 6 months and 12 months post-treatment. The strain ratio (between Achilles tendon and Kager's fat) during sonoelastography was obtained. The proportion of tendons with hypoechogenicity and neovascularity were documented. Clinical outcomes were assessed by the Victorian Institute of Sport Assessment-Achilles questionnaire and correlated with sonographic findings. The Victorian Institute of Sport Assessment-Achilles improved significantly from 38.4 (±14.1) at baseline, 77.2 (±12.5) at 6 months ( p < 0.001) to 81.2 (±10.8) at 12 months ( p < 0.001). The strain ratio values were 2.16 (±1.02) at baseline, 2.03 (±0.67) at 4–6 weeks, 1.81 (±0.62) at 6 months and 1.19 (±0.34) at 12 months with a significant reduction observed at 6 months (p = 0.006) and 12 months ( p < 0.001). At 12-month evaluation, none of the tendons regained a normal echotexture. Strain ratio demonstrated a moderately good inverse correlation with Victorian Institute of Sport Assessment-Achilles (r = −0.610, p<0.001) while B-mode and Doppler ultrasound did not show a significant correlation (r = −0.041, p = 0.817, and r = −0.116, p = 0.514). Achilles tendon stiffness shows moderately good correlation with clinical symptom at 12-month post-treatment. Sonoelastography using strain ratio could be a promising ancillary tool for monitoring Achilles tendon healing after treatment.

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31

Ranson, David L., and Lyndal Bugeja. "Medicolegal Death Investigation: Coroner and Forensic Pathology Functions and Processes in Victoria, Australia." Academic Forensic Pathology 7, no. 4 (December 2017): 567–81. http://dx.doi.org/10.23907/2017.048.

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The medicolegal death investigation in Victoria, Australia is a traditional coroner system based on the model in England and Wales in the early 20th Century. In 1985, the first of a series of legislative amendments were made that proved the vanguard of reform of the coroners' jurisdictions in Australia. The Victorian Institute of Forensic Medicine (the Institute) was established by the Coroners Act 1985 (Vic.), now the Victorian Institute of Forensic Medicine Act 1985 (Vic.), to provide forensic pathology, medical, and related scientific services needed by the justice system. In addition to death investigation, other forensic and scientific services are performed by the Institute including: clinical medical examinations and support services for assault victims and perpetrators, forensic toxicology services and molecular biology, and anthropology and odontology services in relation to human identification. Medical and nursing staff provide medical information and support to families in a therapeutic setting, as well as direct referral to clinical medical specialists. This takes place where a medical death investigation procedure uncovers genetic or familial disease that may place other family members at risk of future illness. A donor tissue bank ensures that a death also provides the opportunity for families to donate organs and tissues from the deceased for transplantation. Today, the traditional autopsy is one of several modalities of death investigation with postmortem radiology and imaging playing a significant role. This paper describes the principles and new processes at the Institute that support the coroner in death investigation and prevention as well as the therapeutic services designed to relieve the burden of disease on the community.

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32

Condliffe, Peter. "Rural decline and community services education in Victoria: the Bendigo experience." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 18–28. http://dx.doi.org/10.47381/aijre.v2i1.267.

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In 1989 Phillip Institute of Technology (based at Bundoora (Melbourne)) offered its Bachelor of Social Work degree (BSW) and Graduate Diploma in Community Development (CD) in the Central Victorian city of Bendigo. This paper outline some of the contextual issues and identifies certain key factors in addressing these issues.

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33

Cummins, Phyllis, Annabelle Arbogast, Kathryn McGrew, and Peter Bahr. "EXPERIENCES AND BARRIERS TO SUCCESS FOR MID- AND LATER-LIFE COLLEGE STUDENTS: APPLYING A GERONTOLOGICAL LENS." Innovation in Aging 3, Supplement_1 (November 2019): S667. http://dx.doi.org/10.1093/geroni/igz038.2468.

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Abstract Adult students have emerged as a key population of interest within higher education as states and institutions strategize to meet postsecondary attainment goals. However, much of the previous research on non-traditional age college students has collapsed all students age 25 and older into a single category, glossing over important age and life stage differences. Using a gerontological lens, this paper examines experiences and barriers encountered by mid-and later-life (MLL) students (age 40 and older) attending community colleges. We report qualitative findings from a mixed-methods study of MLL students in Ohio community colleges, funded by the Institute of Education Sciences. Based on thematic analysis of interviews and focus groups with students, faculty, staff, and administrators at 23 colleges, we identify multiple dimensions of age and aging that each play a meaningful role in shaping MLL students’ community college experiences and outcomes. Additionally, we provide an in-depth profile of MLL students—including their educational and work trajectories, reasons for enrolling, and experiences in community colleges—that can help colleges better recruit and serve this segment of the adult student population. MLL students face both unique and common barriers that colleges can address at the classroom, program, and institution levels. Implications for research, policy, and practice are discussed.

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34

Abbott, Malcolm. "Amalgamations and the Changing Costs of Victorian Colleges of Advanced Education during the 1970s and 1980s." Higher Education Research & Development 15, no. 2 (January 1996): 133–44. http://dx.doi.org/10.1080/0729436960150201.

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35

Biel, Justin. "Maynooth, the ‘Godless colleges’ and liberal imperial thought in the 1840s." Irish Historical Studies 42, no. 161 (May 2018): 26–49. http://dx.doi.org/10.1017/ihs.2018.1.

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AbstractIn 1845, parliament passed an act establishing the three Queen’s Colleges in Ireland – Belfast, Galway and Cork – with the stipulation that ‘religious’ instruction in the colleges would have to be sponsored by voluntary organisations, not the state. Prior to 1845, parliament’s approach to providing spiritual guidance in state-run institutions had been one of ‘parallel patronage’, assuring that wherever there were individuals representing different denominational backgrounds, religious specialists from each denomination would be appointed to work in the institution. For example, the Prisons (Ireland) Act, 1826 required that Catholic, Presbyterian and Anglican chaplains serve their respective portions of the prison population in each gaol that housed any of their co-denominationalists. But in 1845, parliament took an ostensibly different tack, implying that denominations would have to sponsor their young men’s study of theology or any other ‘religious’ subject at university level. However, this article argues that the Irish colleges bill gained assent from the liberal wing of parliamentary opinion precisely because it seemed, to early Victorian liberals, to instantiate the logic of parallel patronage. Using Thomas Wyse, Charles Buller, and T. B. Macaulay as cases in point, this article reveals that the logic behind this vision of state ‘neutrality’ as simultaneous support for each denominational interest was steeped in a working knowledge of colonialism.

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36

Bremner, G. Alex. ""Some Imperial Institute": Architecture, Symbolism, and the Ideal of Empire in Late Victorian Britain, 1887-93." Journal of the Society of Architectural Historians 62, no. 1 (March 1, 2003): 50–73. http://dx.doi.org/10.2307/3655083.

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This article explores the relationship between architecture and imperial idealism in late Victorian Britain. It traces the development of the Imperial Institute in the South Kensington section of London from conception to completion, considering the proposals that surrounded the scheme in relation to the sociopolitical context within which it emerged. Sources such as letters, guidebooks, newspapers, journal articles, official publications, and government documents are drawn upon; from them an interpretation of the building is offered that moves beyond issues concerning style and patronage to broader cultural implications. The institute evolved as a consequence of the changing circumstances then affecting British foreign and imperial affairs, and commonly held beliefs relating to empire were reflected in the building's architecture. Analysis of the leading ideas that shaped the scheme formally and spatially reveals that the edifice was intended to stand literally as an emblem of the apparent strength and unity of the British empire. The importance of the institute as an architectural idea, therefore, lies not only in its attempt to give symbolic form to a concept of empire that was at the heart of late Victorian concerns, but also in the way it sought to mark and distinguish London as the center and capital of that empire.

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37

Melchiori, Barbara Arnett, and N. John Hall. "Browning Institute Studies: An Annual of Victorian Literary and Cultural History. Volume IX." Modern Language Review 80, no. 4 (October 1985): 912. http://dx.doi.org/10.2307/3728981.

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38

R, Priyashree, Kumar NS, and Handargal HN. "Arterial blood gas analysis and dyselectrolytemia in acute exacerbation of COPD as a prognostic marker." Journal of Medical and Scientific Research 9, no. 4 (December 1, 2021): 217–21. http://dx.doi.org/10.17727/jmsr.2021/9-33.

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Background: Chronic obstructive pulmonary disease (COPD) is a disease state characterized by airflow limitation that is not fully reversible. COPD is the umbrella term used to include three different respiratory conditions defined clinically as chronic bronchitis and pathologically as Emphysema and it also includes small airway disease. COPD patients mostly present with the features of acute respiratory infectionsbut there may be a number of metabolic derangements arising out of the disease process or as a consequence of the therapy instituted like hyponatremia, hypokalemia, elevated liver enzymes and blood urea. These abnormalities are very often missed and may contribute to morbidity and mortality, if overlooked. Objectives: To study the levels of hypoxemia and serum electrolytes like sodium and potassium in cases of acute exacerbation of COPD and to assess the significance of dyselectrolytemia, as a prognostic marker in these patients. Materials and methods: The study was undertaken from November 2014 to October 2016 among the patients attending, Victoria hospital and Bowring and Lady Curzon hospital attached to Bangalore Medical College and Research Institute, with acute exacerbation of COPD diagnosed clinically and by the pulmonary function tests. 50 patients with acute exacerbation of COPD and 50 disease free healthy controls were included in the study. The Statistical software SAS 9.2, SPSS 15.0, were used for the analysis of the data and Microsoft word and excel have been used to generate graphs, tables etc. Conclusion: Electrolyte abnormalities are most commonly seen in patients with COPD with acute exacerbation and carry very poor prognosis in this group of patients. Thus, overlooking of coexistant metabolic abnormalities may contribute to a great deal of mortality and morbidity in COPD patients during their acute exacerbation episodes. Keywords: pulmonary disease; COPD; dyselectrolytemia; acute exacerbation

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39

Rosa, Andrew J. "New Negroes on Campus: St. Clair Drake and the Culture of Education, Reform, and Rebellion at Hampton Institute." History of Education Quarterly 53, no. 3 (August 2013): 203–32. http://dx.doi.org/10.1111/hoeq.12020.

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As the New Century began… more blacks and whites than ever before had lost faith in one another… The South, everyone could see, had changed enormously over the last quarter century. Everyone could see, too, that the new order came with heavy costs. Edward AyersThe Negro race needs colleges. We need them today as never before; but we do not need colleges so much that we can sacrifice the manhood and womanhood of our children to the thoughtlessness of the North or the prejudice of the South. W. E. B. Du BoisMy experiences as a student at Hampton Institute in Virginia moved me to want to study, understand, and change the odd world of Jim Crow. St. Clair Drake.

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40

Sarnoto, Ahmad Zain, and Riwayati Wahyuningsih. "IMPLEMENTASI TOTAL QUALITY MANAGEMENT (TQM) DI INSTITUT PTIQ JAKARTA." Madani Institute : Jurnal Politik, Hukum, Ekonomi, Pendidikan dan Sosial-Budaya 11, no. 1 (January 31, 2022): 15–25. http://dx.doi.org/10.53976/jmi.v11i1.269.

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Research on the implementation of Total Quality Management (TQM) was conducted at PTIQ Institute Jakarta. Research is more focused on the implementation of total quality management in the Graduate Program of PTIQ Jakarta Institute. This research uses a descriptive qualitative approach that is a study that intends to understand the phenomenon of what is experienced by the research subject. Data is obtained through research on documents and interviews with stakeholders. The results of this study are: First, the application of Total Quality Management (TQM) at PTIQ Jakarta Institute has been prepared based on the rector's decision. Completeness of the document has been owned although still not detailed to the lowest level. Second, the implementation is realized by giving duties to lecturers as the embodiment of the Rector's decision. However, the number of task implementers in the field is still not balanced with the number of tasks charged, so that there are some tasks that have not been completed Third, Total Quality Management (TQM) for Private Islamic Religious Colleges (PTKIS), at PTIQ Institute has been working on digitalization models to facilitate and streamline work. Support for creating apps has been provided, although it is still in a simple stage. Fourth, the model of digitalization of devices to manage quality assurance systems and strengthen human resources becomes an important variable in maximizing the quality of quality management in Islamic Religious Colleges

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41

Halverson, Aniko L., and Joye Volker. "The integration of computer services with academic arts libraries: new strategies for the hybrid professional." Art Libraries Journal 26, no. 3 (2001): 8–13. http://dx.doi.org/10.1017/s0307472200012268.

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Two libraries, the National Institute of the Arts at the Australian National University and California Institute of the Arts in Southern California, describe how each has an interdependent relationship with the information technology or network services units in their respective institutions. Major considerations for both are the introduction of electronic full-text art information on the Web and its pedagogical implications, issues faced by arts libraries in the integration of computer services with library services in universities and colleges, and the changing roles of arts librarians and libraries.

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42

Blythman, Margo, and Susan Orr. "Joined up Policy: A Strategic Approach to Improving Retention in the UK Context." Journal of College Student Retention: Research, Theory & Practice 3, no. 3 (November 2001): 231–42. http://dx.doi.org/10.2190/1xph-mjy0-00dy-anbr.

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This article outlines the development of interest in retention studies in Britain arising from a concern about the appropriate use of public money. It then describes the strategies being used to improve retention within the London Institute, a federation of five art and design focused colleges. Strategies described include study support, tutorial and professional development, including awareness raising, with academic staff. Many of these strategies have been developed in recent years in FE (community) colleges in Britain but our particular concern is to develop an overarching and interlinking strategy across a whole college rather than individual or sectional initiatives. This is what the British New Labour government calls “joined up policy.”

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43

Wang, Yueru, and Lin Zhao. "Study on English Teaching Reform in Higher Vocational Colleges based on “Flipped Classroom”." Frontiers in Humanities and Social Sciences 2, no. 11 (November 21, 2022): 166–71. http://dx.doi.org/10.54691/fhss.v2i11.2801.

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The flipped classroom teaching model has sparked heated discussions at home and abroad. This teaching mode is different from the traditional classroom teaching mode, on the one hand, it is conducive to promoting the overall improvement of teachers’ teaching ability and teaching level. On the other hand, it can cultivate students’ initiative in learning, exercise students’ critical thinking ability, and ultimately realize the cultivation of English talents in the higher vocational education stage. Through interviews and questionnaire surveys of Class 3 and Class 4 students of Grade 20 Business English major in Tangshan Maritime Institute, this paper introduces the concept of flipped classroom and compares and analyzes it with the traditional model of higher vocational English teaching in Tangshan Maritime Institute. In view of the advantages and disadvantages of the two, this paper proposes the reform strategy of higher vocational English teaching based on flipped classroom, and puts forward its own insights on future career development.

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Склярова, Е. К. "LIVERPOOL IN VICTORIAN DOMESTIC POLITICS." Британские исследования, no. VII(VII) (June 1, 2022): 227–43. http://dx.doi.org/10.21267/aquilo.2022.vii.vii.001.

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В статье рассматриваются особенности социального развития Ливерпуля в контексте его роли во внутренней политике Великобритании в эпоху королевы Виктории. Крупнейший город и порт Соединённого Королевства Великобритании и Ирландии одним из первых ощутил на себе все негативные последствия промышленного переворота, урбанизации и миграции населения. Как и многие другие города Великобритании, Ливерпуль фигурировал в прессе, медицинских, статистических и парламентских отчётах, как город подвалов, центр массовой миграции, трущоб, высокой смертности населения, отсутствия санитарно-технических норм и антисанитарии. Парламентские расследования и пресса указали на Ливерпуль, а также Вулверхемптон, Глазго, Дублин, Лидс, Лондон, Манчестер, Шеффилд, как города, где необходимо первоочередное проведение социальных реформ. В середине XIX в. в эпоху королевы Виктории Ливерпуль израсходовал значительные суммы денег на решение проблемы антисанитарии, уборки и мощения города, водоснабжения и освещения, жилищную реформу, организацию прачечных, общественных бань, библиотек, парков. Пионерами муниципализации и здравоохранения Ливерпуля стали — доктор Уильям Данкен, С. Хольм, Дж. Тинн. До введения общегосударственного Закона об обеспечении общественного здравоохранения 1848 г., Ливерпуль инициировал институт инспекции и санитарных врачей, жилищную реформу, систематическое вмешательство государства в решение социальных проблем. The article examines the features of Liverpool's social development in the context of its role in the domestic politics of Great Britain in the era of Queen Victoria. The largest city and port of the United Kingdom of Great Britain and Ireland was one of the first to feel all the negative consequences of the industrial revolution, urbanization and population migration. Like many other cities in the UK, Liverpool appeared in the press, medical, statistical and parliamentary reports as a city of basements, a center of mass migration, slums, high mortality, lack of sanitary standards and unsanitary conditions. Parliamentary investigations and the press have pointed to Liverpool, as well as WolverHampton, Glasgow, Dublin, Leeds, London, Manchester, Sheffield, as cities where social reforms are needed as a priority. In the middle of the XIX century in the era of Queen Victoria, Liverpool spent significant amounts of money on solving the problem of unsanitary conditions, cleaning and paving the city, water supply and lighting, housing reform, the organization of laundries, public baths, libraries, and parks. The pioneers of municipalization and health care in Liverpool were Dr. William Duncan, S. Holm, J. Thinn. Prior to the introduction of the National Public Health Law of 1848, Liverpool initiated the Institute of inspection and sanitary doctors, housing reform, and systematic state intervention in solving social problems.

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Rees, Jonathan L., Rohit Kulkarni, Amar Rangan, Anju Jaggi, Peter Brownson, Michael Thomas, David Clark, et al. "Shoulder Pain Diagnosis, Treatment and Referral Guidelines for Primary, Community and Intermediate Care." Shoulder & Elbow 13, no. 1 (February 2021): 5–11. http://dx.doi.org/10.1177/1758573220984471.

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[Formula: see text][Formula: see text] These care pathway guidelines for the shoulder have been written in collaboration with the NHS Evidence Based Interventions (EBI) programme. The EBI programme is a partnership between the Academy of Medical Royal Colleges, NHS Clinical Commissioners, the National Institute for Health and Care Excellence, as well as NHS England and Improvement

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46

Cassels, L., and O. V. Cummings. "GED: An Option for Students with Visual Impairments." Journal of Visual Impairment & Blindness 91, no. 3 (May 1997): 258–60. http://dx.doi.org/10.1177/0145482x9709100311.

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The general equivalency diploma (GED), which is an equivalent high school credential, is authorized by all states in the United States and is recognized as a diploma by both colleges and employers. This article describes the development and implementation of a GED-preparation program at the New York Institute for Special Education, which serves students who are visually impaired.

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A.Vyas, Prof Brijmohan, and Rashmi S. Shirur. "A STUDY ON SATISFACTION AMONG UNDERGRADUATE STUDENTSIN BAGALKOT." International Journal of Engineering Applied Sciences and Technology 7, no. 5 (September 1, 2022): 104–11. http://dx.doi.org/10.33564/ijeast.2022.v07i05.018.

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Student’s satisfaction can be defined as a shortterm attitude resulting from an evaluation of student’s educational experience, services and facilities. Earlier it was measured by common satisfaction frameworks but later higher education specifies satisfaction models were developed. Student’s satisfaction was a significant predictor of learning system. To know about the student satisfaction among the students of UG colleges as mentioned above, the several factors I have considered for this study and the objectives of the study are to measure the overall satisfaction of the students on their experience with college facilities. By analysing the literature review, it can be interpreted that, most of there are several factors of student’s satisfaction like infrastructure facilities, teacher’s support, service quality, curricular and co-curricular activities. And the majority of the students have satisfied for the overall satisfaction. Because, students satisfy with their all-learning aspects as well as equipment and services provided by their colleges. The purpose of the study is to know the satisfaction of student’s at UG colleges in Bagalkot because, students are the valuable asset of colleges as well as nation, they are the one who will spread the name and fame of the institute

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48

Latane, David E. "Culture and Society in Victorian Britain: A 1988 NEH Summer Institute at Yale University." Nineteenth Century Studies 3, no. 1 (January 1, 1989): 92–98. http://dx.doi.org/10.2307/45196655.

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49

Latane, David E. "Culture and Society in Victorian Britain: A 1988 NEH Summer Institute at Yale University." Nineteenth Century Studies 3, no. 1 (January 1, 1989): 92–98. http://dx.doi.org/10.2307/ninecentstud.3.1989.0092.

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50

Jeffers, James S. "Envisioning a Christian Liberal Arts Education." Journal of Interdisciplinary Studies 14, no. 1 (2002): 141–64. http://dx.doi.org/10.5840/jis2002141/27.

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Increasing specialization and the fragmentation of knowledge have become the hallmarks of contemporary higher education. The general education or core curriculum at American colleges and universities has gradually also lost its useful original purpose to help each student become an educated person with a clear set of beliefs and values, a citizen capable of leading a moral, compassionate, and committed life. Christian hitter education has followed this general trend, despite the fact that most Christian colleges and universities have a core identity which they want to pass on to their students. The Torrey Honors Institute at Biola University offers a way for Protestant Christian colleges to revitalize their liberal arts education. Its curriculum uses the Great Books of the West to combine the study of theology and the Bible with the study of the humanities and social sciences. Its pedagogy uses elements of active learning as well as mentoring and technical innovations, to enhance the classroom experience.

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