A University in 1693: New Light on William & Mary's Claim to the Title
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31Higher Education
Educación ess Superior y Sociedad Higher Education in the Caribbean 311 Instituto Internacional de Unesco para la Educación Superior en América Latina y el Caribe (IESALC), 2019-II Educación Superior y Sociedad (ESS) Nueva etapa Vol. 31 ISSN 07981228 (formato impreso) ISSN 26107759 (formato digital) Publicación semestral EQUIPO DE PRODUCCIÓN Débora Ramos Ayumarí Rodríguez Enrique Ravelo José Antonio Vargas Sara Maneiro Yara Bastidas Zulay Gómez José Quinteiro Yeritza Rodríguez CORRECCIÓN DE ESTILO Annette Insanally DIAGRAMACIÓN Pedro Juzgado A. TRADUCCIÓN Yara Bastidas Apartado Postal Nª 68.394 Caracas 1062-A, Venezuela Teléfono: +58 - 212 - 2861020 E-mail: [email protected] / [email protected] 2 CONSEJO EDITORIAL INTERNACIONAL • Rectores Dra. Alta Hooker Rectora de la Universidad de las Regiones Autónomas de la Costa Caribe Nicaragüense Dr. Benjamín Scharifker Podolsky Rector Metropolitana, Venezuela Dr. Emilio Rodríguez Ponce Rector de la Universidad de Tarapacá, Chile Dr. Francisco Herrera Rector Universidad Nacional Autónoma de Honduras Dr. Ricardo Hidalgo Ottolenghi Rector UTE Padre D. Ramón Alfredo de la Cruz Baldera Pontificia Universidad Católica Madre y Maestra, República Dominicana Dr. Rita Elena Añez Rectora Universidad Nacional Experimental Politécnica “Antonio José de Sucre” Dr. Waldo Albarracín Rector Universidade Mayor de San Andrés, Bolivia Dr. Freddy Álvarez González Rector de la Universidad Nacional de Educación -UNAE Dra. Sara Deifilia Ladrón de Guevara González Universidad Veracruzana, México • Expertos e investigadores -
Opportunities for Teaching and Studying Medicine in Medieval Portugal Before the Foundation of the University of Lisbon (1290)(*)
Opportunities for Teaching and Studying Medicine in Medieval Portugal before the Foundation of the University of Lisbon (1290)(*) IONA McCLEERY (**) ABSTRACT This paper discusses where Portuguese physicians studied medicine. The careers of two thirteenth-century physicians, Petrus Hispanus and Giles of Santarém, indicate that the Portuguese travelled abroad to study in Montpellier or Paris. But it is also possible that there were opportunities for study in Portugal itself. Particularly significant in this respect is the tradition of medical teaching associated with the Augustinian house of Santa Cruz in Coimbra and the reference to medical texts found in Coimbra archives. From these sources it can be shown that there was a suitable environment for medical study in medieval Portugal, encouraging able students to further their medical interests elsewhere. BIBLID [0211-9536(2000) 20; 305-329] Fecha de aceptación: 8 de marzo de 1998 (*) A version of this paper was delivered at the «Medical Teaching» conference at King’s College, Cambridge on 7-9 January 1998. I would like to thank Roger French for inviting me to take part in the conference, and Cornelius O’Boyle, Michael McVaugh, Tessa Webber, Charles Burnett, Miguel de Asua, Klaus-Dietrich Fischer, and Tiziana Pesenti for their comments and encouragement during the conference. Further thanks go to my friends and office mates Julie Kerr, Angus Stewart, Haki Antonsson and Björn Weiler, who have kept me going throughout my studies. Finally, I am very grateful to my supervisor, Simone Macdougall, who read a draft of this paper at short notice, and whose advice and suggestions are greatly appreciated. -
To Download Magna Carta FAQ Answers .PDF
Magna Carta FAQ: Answers Produced with the support of the Chartered Institute of Legal Executives (CILEX) Answers provided by: Professor Nigel Saul Magna Carta FAQ: Answers Q1) WHAT’S MAGNA CARTA DONE FOR ME? Quite simple - it’s because of Magna Carta that we well whatever he liked – and did. After the making of the live in a free country today. Magna Carta affirmed the Charter he was subject to the law like everyone else. In vital principle of freedom under the law. Clause 39 of the mid thirteenth century the lawyer Henry Bracton was the Charter said: ‘no free man shall be imprisoned or to write, ‘in England the king is below God and below the deprived of his lands except by judgement of his peers or law’. by the law of the land’. Clause 40 said: ‘To no one shall we sell, delay or deny right or justice’. Before the making of Magna Carta the king had been able to do pretty Q2) HOW MUCH OF MAGNA CARTA IS STILL ON THE STATUTE BOOK? Very little, in fact. To be precise, just four clauses of the matters? Most definitely not. All great documents are the original 1215 version of the Charter. These are: clause product of specific historical circumstances and lose their 1, guaranteeing the liberties of the Church; clause 13, immediate relevance over time. But that does not mean guaranteeing the liberties of the City of London; and that they can be forgotten or consigned to the historical the famous clauses 39 and 40, guaranteeing due legal waste paper bin. -
Introduction, the Constitution of the State of Connecticut
Sacred Heart University DigitalCommons@SHU Government, Politics & Global Studies Faculty Government, Politics & Global Studies Publications 2011 Introduction, The onsC titution of the State of Connecticut Gary L. Rose Sacred Heart University, [email protected] Follow this and additional works at: http://digitalcommons.sacredheart.edu/gov_fac Part of the State and Local Government Law Commons Recommended Citation Rose, Gary L., "Introduction, The onC stitution of the State of Connecticut" (2011). Government, Politics & Global Studies Faculty Publications. Paper 2. http://digitalcommons.sacredheart.edu/gov_fac/2 This Article is brought to you for free and open access by the Government, Politics & Global Studies at DigitalCommons@SHU. It has been accepted for inclusion in Government, Politics & Global Studies Faculty Publications by an authorized administrator of DigitalCommons@SHU. For more information, please contact [email protected]. INTRODUCTION Connecticut license plates boldly bear the inscription, “the Constitution State.” This is due to Connecticut’s long and proud tradition of self-government under the protection of a written constitution. Connecticut’s constitutional tradition can be traced to the Fundamental Orders of 1639. Drafted by repre- sentatives from the three Connecticut River towns of Hartford, Wethersfi eld and Windsor, the Fundamental Orders were the very fi rst constitution known to humankind. The Orders were drafted completely free of British infl uence and established what can be considered as the fi rst self-governing colony in North America. Moreover, Connecticut’s Fundamental Orders can be viewed as the foundation for constitutional government in the western world. In 1662, the Fundamental Orders were replaced by a Royal Charter. Granted to Connecticut by King Charles II, the Royal Charter not only embraced the principles of the Fundamental Orders, but also formally recognized Connecticut’s system of self-government. -
Category a Death Advice for Arts and Culture
Advice and guidance: Category A death Advice for arts and culture organisations Introduction This document offers advice and guidance for artists and organisations in the event of the death of a senior member of the Royal Family. You may also wish to follow this guidance following the death of a notable person who has a close and special relationship with your organisation, and/or in the event of a major incident that causes loss of life. For the Royal Household, ‘Category A’ is a term used to describe the most senior members of the Royal Family – The Queen, Prince Philip, Prince Charles, the Duchess of Cornwall and the Duke and Duchess of Cambridge. It does not apply to other members of the Royal Family. We have not experienced the death of the monarch for over sixty years and most people in the UK have known Queen Elizabeth as the monarch for all of their lives. For your own organisation, you should consider who you should classify as a Category A person, whose death you may wish to mark. In addition to senior members of the Royal Family, it could also be your patrons, artistic leaders, artists or people with particular relevance to the work you do. Examples over recent years of this might be the Duchess of Devonshire for Chatsworth House, Laurence Olivier for the National Theatre. You may also wish to follow or adapt this guidance in the event of a major incident that causes loss of life, in which case this guidance may support your organisation’s Major Incident Plan. -
Studium Generale
STUDIUM GENERALE PROGRAM OF STUDIES AUTUMN SPRING SEMESTER 1 SEMESTER 2 Sacred Scripture: Salvation History Catechism of the Catholic Church 6 ECTS 6 ECTS Introduction to Philosophy Philosophical Anthropology Early Platonic Dialogues On the Soul 6 ECTS 6 ECTS Natural Philosophy I Ethics Principles of Nature Ancient Moral Theory 6 ECTS 6 ECTS Geometry Logic Euclid Aristotle’s Organon 6 ECTS 6 ECTS Classical Literature I Classical Literature II Homer Virgil, Lucretius 6 ECTS 6 ECTS Liberal Education, Music in the Western Tradition Writing and Rhetoric 3 ETCS Elective 6 ECTS European History of the Foundations of Law and Justice 20th Century 3 ETCS 3 ETCS Economic Theory and Catholic Social Teaching 3 ETCS Total Credits: 36 (+ elective if chosen) Total Credits: 36 1 *Students who wish to continue their studies at the ITI after completing the Studium Generale program may do so by applying to the BA in Liberal Arts/STM program. If accepted, he/she may enter directly into the second year of the program. EXTRACURRICULAR PROGRAM AUTUMN SPRING SEMESTER 1 SEMESTER 2 Weekend in the Mountains Weekend Lenten Retreat Weekend Advent Retreat Music Excursions to Vienna Art Excursions to Vienna Walking Pilgrimage to Mariazell Media Training: Media Centre, Private Tour of Austrian Parliament Abby of Heiligenkreuz Participation in Liturgical Life at Participation in Liturgical Life at Trumau Castle and the Abbey of Trumau Castle and the Abbey of Heiligenkreuz Heiligenkreuz ITI’s Studium Generale program aims to bring young people closer to their ultimate foundation so that they can experience deeply what it is that makes a life lived with Christ so fulfilling. -
Royal Charter and By-Laws
Royal Charter and By-Laws About APM Association for Project Management (APM) is the only chartered body for the project profession, with over 30,000 individual members and more than 500 organisations participating in our Corporate Partnership Programme. As a registered educational charity, we are committed to developing and promoting the value of project management in order to deliver improved project outcomes for the benefi t of society. 2 Contents Page 4 Royal Charter Page 4 Association for Project Management 2 OBJECT 3 POWERS Page 5 4 MATTERS RELATED TO PROPERTY Page 6 5 BENEFITS TO MEMBERS AND TRUSTEES Page 7 6 CHARTER CHANGES 7 BY-LAW CHANGES Page 8 8 SURRENDER OF CHARTER 9 CONCLUSION Page 9 By-Laws Page 9 INTERPRETATION Page 10 MEMBERSHIP Page 11 THE REGISTER OF CHARTERED PROJECT PROFESSIONALS IN PROJECT MANAGEMENT SUBSCRIPTION THE BOARD Page 12 THE CHIEF EXECUTIVE Page 13 THE CONDUCT OF GENERAL MEETINGS Page 14 ACCOUNTS AUDIT OR EXAMINATION Page 15 NOTICES Note: APM's Royal Charter was sealed on 25 November 2016. This version incorporates changes approved by the Privy Council on 12 February 2020. 3 ELIZABETH THE SECOND by the Grace of God of the United Kingdom of Great Britain and Northern Ireland and of Our other Realms and Territories Queen, Head of the Commonwealth, Defender of the Faith: TO ALL TO WHOM THESE PRESENTS SHALL COME, GREETING! WHEREAS the incorporated organisation commonly known as the Association for Project Management has petitioned Us for a Charter of Incorporation, AND WHEREAS We have taken the said Petition -
Opportunities for Teaching and Studying Medicine in Medieval Portugal Before the Foundation of the University of Lisbon (1290)(*)
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Diposit Digital de Documents de la UAB Opportunities for Teaching and Studying Medicine in Medieval Portugal before the Foundation of the University of Lisbon (1290)(*) IONA McCLEERY (**) ABSTRACT This paper discusses where Portuguese physicians studied medicine. The careers of two thirteenth-century physicians, Petrus Hispanus and Giles of Santarém, indicate that the Portuguese travelled abroad to study in Montpellier or Paris. But it is also possible that there were opportunities for study in Portugal itself. Particularly significant in this respect is the tradition of medical teaching associated with the Augustinian house of Santa Cruz in Coimbra and the reference to medical texts found in Coimbra archives. From these sources it can be shown that there was a suitable environment for medical study in medieval Portugal, encouraging able students to further their medical interests elsewhere. BIBLID [0211-9536(2000) 20; 305-329] Fecha de aceptación: 8 de marzo de 1998 (*) A version of this paper was delivered at the «Medical Teaching» conference at King’s College, Cambridge on 7-9 January 1998. I would like to thank Roger French for inviting me to take part in the conference, and Cornelius O’Boyle, Michael McVaugh, Tessa Webber, Charles Burnett, Miguel de Asua, Klaus-Dietrich Fischer, and Tiziana Pesenti for their comments and encouragement during the conference. Further thanks go to my friends and office mates Julie Kerr, Angus Stewart, Haki Antonsson and Björn Weiler, who have kept me going throughout my studies. Finally, I am very grateful to my supervisor, Simone Macdougall, who read a draft of this paper at short notice, and whose advice and suggestions are greatly appreciated. -
English Settlement and Local Governance Mary Sarah Bilder Boston College Law School, [email protected]
Boston College Law School Digital Commons @ Boston College Law School Boston College Law School Faculty Papers 11-2008 English Settlement and Local Governance Mary Sarah Bilder Boston College Law School, [email protected] Follow this and additional works at: https://lawdigitalcommons.bc.edu/lsfp Part of the Legal History Commons Recommended Citation Mary Sarah Bilder. "English Settlement and Local Governance." The Cambridge History of Law in America Volume 1: Early America (1580–1815), Cambridge University Press (2008): 63-103. This Article is brought to you for free and open access by Digital Commons @ Boston College Law School. It has been accepted for inclusion in Boston College Law School Faculty Papers by an authorized administrator of Digital Commons @ Boston College Law School. For more information, please contact [email protected]. Cambridge Histories Online http://universitypublishingonline.org/cambridge/histories/ The Cambridge History of Law in America Edited by Michael Grossberg, Christopher Tomlins Book DOI: http://dx.doi.org/10.1017/CHOL9780521803052 Online ISBN: 9781139054171 Hardback ISBN: 9780521803052 Paperback ISBN: 9781107605053 Chapter 3 - English Settlement and Local Governance pp. 63-103 Chapter DOI: http://dx.doi.org/10.1017/CHOL9780521803052.004 Cambridge University Press P1:JZP 9780521803052c03 CUFX175/Grossberg 978 0 521 80305 2 August 31, 2007 3:30 3 english settlement and local governance mary sarah bilder In late 1584, as Sir Walter Raleigh began to organize an effort to send settlers to Roanoke Island, an anonymous author asked, “What manner of geouernement is to be vsed and what offics to geouerne?”1 The mysterious end to the Roanoke settlement offers no answer. -
Feral Beast": Cautionary Lessons from British Press Reform Lili Levi University of Miami School of Law, [email protected]
University of Miami Law School University of Miami School of Law Institutional Repository Articles Faculty and Deans 2015 Taming the "Feral Beast": Cautionary Lessons From British Press Reform Lili Levi University of Miami School of Law, [email protected] Follow this and additional works at: https://repository.law.miami.edu/fac_articles Part of the Communications Law Commons, and the Comparative and Foreign Law Commons Recommended Citation Lili Levi, Taming the "Feral Beast": Cautionary Lessons From British Press Reform, 55 Santa Clara L. Rev. 323 (2015). This Article is brought to you for free and open access by the Faculty and Deans at University of Miami School of Law Institutional Repository. It has been accepted for inclusion in Articles by an authorized administrator of University of Miami School of Law Institutional Repository. For more information, please contact [email protected]. TAMING THE "FERAL BEAST"1 : CAUTIONARY LESSONS FROM BRITISH PRESS REFORM Lili Levi* TABLE OF CONTENTS Introdu ction ............................................................................ 324 I. British Press Reform, in Context ....................................... 328 A. Overview of the British Press Sector .................... 328 B. The British Approach to Newspaper Regulation.. 330 C. Phone-Hacking and the Leveson Inquiry Into the Culture, Practices and Ethics of the Press ..... 331 D. Where Things Stand Now ...................................... 337 1. The Royal Charter ............................................. 339 2. IPSO and IM -
In This Issue
In this issue: • Is university right for me? •The different types of universities • The Russel Group universities Is university the right choice for me? The University of South Wales, our partner university has put together a series of videos to help you answer this question. https://southwales.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=d7f60e55-e50a-456d-a1ff -ac3d00e7ed13 What are the different types of universities? Ancient Universities These include Oxford (founded 1096) and Cambridge (founded 1209) are known as the Ox- bridge group and are the highest ranking universities in the UK St David’s College (1822-28) and Durham University (1832) follow the Oxford structure of col- leges and are considered the highest ranking universities after Oxford and Cambridge. Red Brick Red Brick Universities were formed mainly in the 19th century as a product of the industrial revolution and specialise in highly specialised skills in such are- as as engineering and medicine. University of Birmingham University of Bristol University of Leeds University of Liverpool University of Manchester The New Universities The New universities were created in the 1950s and 60s Some of these were former polytechnics or colleges which were granted university charter from 1990. These univer- sities focussed on STEM subjects such as engineering. Anglia Ruskin University, formerly Anglia Polytechnic (located in Cambridge and Chelmsford) Birmingham City University, formerly Birmingham Polytechnic University of Brighton, formerly Brighton Polytechnic Bournemouth University, -
Life in the Medieval University
LIFE IN THE MEDIEVAL UNIVERSITY CAMBRIDGE UNIVERSITY PRESS London: FETTER LANE, E.C. 4 C. F. CLAY, Manager New York: G. P. PUTNAM'S SONS Bombay, Calcutta, and Madras: MACMILLAN AND CO., Ltd. Toronto: J. M. DENT & SONS, Ltd. Tokyo: THE MARUZEN-KABUSHIKI-KAISHA All rights reserved LIFE IN THE MEDIEVAL UNIVERSITY 1 The Project Gutenberg eBook of Life In The Medieval University Author: Robert S. Rait, M.A. The Student's Progress (From Gregor Reisch's Margarita philosophica, Edition of 1504, Strassburg) CAMBRIDGE UNIVERSITY PRESSLondon: FETTER LANE, E.C. 4C. F. CLAY, Manager 2 The Project Gutenberg eBook of Life In The Medieval University Author: Robert S. Rait, M.A. First Edition, 1912 Reprinted 1918 With the exception of the coat of arms at the foot, the design on the title page is a reproduction of one used by the earliest known Cambridge printer, John Siberch, 1521 NOTE ON THE FRONTISPIECE In this picture the schoolboy is seen arriving with his satchel and being presented with a hornbook by Nicostrata, the Latin muse Carmentis, who changed the Greek alphabet into the Latin. She admits him by the key of congruitas to the House of Wisdom ("Wisdom hath builded her house, she hath hewn out her seven NOTE ON THE FRONTISPIECE 3 The Project Gutenberg eBook of Life In The Medieval University Author: Robert S. Rait, M.A. pillars," Proverbs ix. 1). In the lowest story he begins his course in Donatus under a Bachelor of Arts armed with the birch; in the next he is promoted to Priscian. Then follow the other subjects of the Trivium and the Quadrivium each subject being represented by its chief exponent—logic by Aristotle, arithmetic by Boethius, geometry by Euclid, etc.