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ffi 125618 UNIVERSITIES AMERICAN ENGLISH GKRMAN BY ABRAHAM FLEXNER OXFORD UNIVERSITY PRESS NKW YORK. LONDON * TORONTO 1930 COPYRIGHT, 1930 BY OXFORD UNIVERSITY PRESS NEW YORK, INC. Printed in the United Staffs ttj America THIS VOLUME IS GRATEFULLY INSCRIBED TO MY WIFE ANNE CRAWFORD FLEXNER AND MY ELDEST BROTHER DR. J, A. FLEXNER CONTENTS PAGE PREFACE vii PART I : THE IDEA OF A MODERN UNIVERSITY 3 PART II : AMERICAN UNIVERSITIES 39 PART III: ENGLISH UNIVERSITIES * 221 PART IV: GERMAN UNIVERSITIES .... 305 PREFACE volume is an expansion of three lectures on THISUniversities given at Oxford in May 1928 on the invitation of the Rhodes Trust. The invitation stipu- lates that the lecturer reside at Oxford during the en- tire term in which the lectures are given a provision that may be unreservedly commended, first, because the lecturer is thus enabled to feel something of Ox- ford's charm, secondly, because quite unconsciously he gains rather more than he is likely to impart. This is true of one Rhodes lecturer, at least. From the autumn of 1928 to the summer of 1929, I visited the universities of Germany and England for the purpose of obtaining a fresh view of their situa- tion, problems, and efforts. The whole of the next year, 1929-1930, was devoted to gathering additional data and to rewriting. In May 1930 the Oxford Uni- versity Press printed and bound the original proof sheets in page form, and I was thus enabled to submit the text to about thirty men, professors and adminis- trators in America and Europe, who read it with care and commented on it freely and helpfully. -
Translating Degrees and Academic Titles Abbreviations: Challenges and Perspectives
Slađana Milinković TRANSLATING DEGREES AND ACADEMIC TITLES ABBREVIATIONS: CHALLENGES AND PERSPECTIVES SLAĐANA MILINKOVIĆ Th e Court Interpreters and Translators Association of Serbia E-mail: [email protected] Egyetemi fokozatok és tudományos címek rövidítéseinek fordítása: kihívások és perspektí- vák. Az ember társas lény, ezért természetes szükséglete a kommunikáció. Az emberi kommuni- káció fontosságát már évezredekkel ezelőtt felismerték, és gyökerei sokkal messzebbre nyúlnak vissza, mint amiről az írott történelem beszámol. Az emberi kommunikáció alapja az együttmű- ködés és a közös szándék, ahogy azt az antroposzemiotika is tanítja. Idáig azonban hosszú utat kellett bejárni. „Ἐν ἀρχῇ ἦν ὁ λόγος”,1 tanítja a Biblia, de az igét meg kell hallgatni, és terjeszteni kell. Minél messzebbre kellett eljutnia, annál fontosabb volt, hogy valamilyen módon lejegyezzék. És az em- ber másik természetes szükséglete, hogy nyomot hagyjon a világban – valamilyen képpel, szám- mal vagy betűvel. Nézzük meg röviden ennek a történetét. Kulcsszavak: latin nyelvű oklevelek, egyetemi fokozatok fordítása, tudományos címek rövidítése, bírósági tolmácsolás, a terminológia alakulása Since man is a social being, one of his innate needs is the desire to communicate. Th e importance of human communication has been recognised for thousands of years, far longer than demonstrated through recorded history. Human communication is rooted in cooperative and shared intentions, as anthroposemiotics teaches us. But it was a long road to get us here. “Ἐν ἀρχῇ ἦν ὁ λόγος”, the Bible has taught us, but it has to be heard and spread. Th e further it needed to go, the greater was the need to record it in some way. And the second man’s innate need was to make a mark in the world – with a picture of some kind, a certain sign, numeral or letter. -
Postgraduate at Otago
Postgraduate at Otago otago.ac.nz [email protected] 0800 80 80 98 The decision to undertake postgraduate study is a bold declaration that you intend to be a serious participant in your field. The University of Otago is New Zealand’s leading postgraduate research university and offers unparalleled access to world-class academics in a full range of qualifications. Get a head-start on your career and stand out from the rest with an Otago postgraduate qualification. MATARIKI NETWORK The University of Otago is a foundation member of the Matariki Network of Universities (MNU), a select international group of outstanding universities, with each member among the oldest and foremost places of learning in its respective country. The MNU has been established to enable the universities to enhance diversity, and to share ideas and expertise, recognising a shared commitment to excellence in research, scholarship and rounded education. matarikinetwork.com This publication is intended as a general guide for postgraduate students. The information provided is, as far as possible, up to date and accurate at the time of publication. The University reserves the right to add, amend or withdraw programmes and facilities, to restrict student numbers and to make any other alterations as it may deem necessary. The regulations of the University of Otago are published annually in the University Calendar. Published by University of Otago Marketing and Communications: June 2018. Contents Welcome 2 Why Otago? 3 A national presence 4 Research at Otago 6 Support for postgraduate students 8 Services and support 10 Accommodation 12 Scholarships 14 Studying at Otago 16 Postgraduate study options 18 Business 20 Health Sciences 24 Humanities 28 Sciences 32 University contacts 36 1 Welcome Founded in 1869, the University of Otago At the University of Otago, we recognise is New Zealand’s oldest university, but it that choosing where to pursue your is also a place that prepares students for postgraduate study is one of the most the demands of the 21st century. -
The Origin of Ll.M. Programs: a Case Study of the University of Pennsylvania Law School
THE ORIGIN OF LL.M. PROGRAMS: A CASE STUDY OF THE UNIVERSITY OF PENNSYLVANIA LAW SCHOOL MATTHEW S. PARKER* ABSTRACT Graduate legal education programs, the most common of which is the Legum Magister or LL.M., have come under increasing criticism in recent years in the United States. Many observers have accused law schools of offering these degrees as a means of raising revenue, and maintain that they provide no real value to graduates obtaining the degree as they are not respected in the market for legal services. Despite these negative appraisals, the number, size and types of these programs have continued to grow rapidly at American law schools across institutions of widely varying sizes and reputation. While much has been written on the recent development and current state of graduate law programs, almost nothing has been written on how and why these programs came into existence, de- spite the fact that a number of U.S. law schools claim that their pro- grams were founded well over a century ago. As LL.M. programs continue to blossom and law schools attempt to address the rising tide of criticism aimed at them, law faculty and administrators would be well advised to examine the origin and history of these degrees. Is it possible that law schools have been hoodwinking in- nocent lawyers into getting a useless degree for decades? Who were these degrees originally intended for and who ultimately chose to * Matthew Parker was Associate Dean for Graduate Programs and Executive Director of Legal Education Programs at the University of Pennsylvania Law School. -
Guidelines for Nominations for Honorary Degrees
Guidelines for Honorary Degrees Statutory Authority: The University of Saskatchewan Act gives the University power to grant honorary degrees, and assigns to the University Senate the role of providing for the granting of honorary degrees, and to Convocation the authority to confer honorary degrees approved by the Senate. The bylaws of Senate provide for an Honorary Degrees Committee which has the task of encouraging and recommending nominees for honorary degrees, and submitting names to the Senate for consideration for honorary degrees. The bylaws provide that degrees honoris causa may be conferred at any Convocation provided that the names of such persons shall have been considered and approved by the Honorary Degrees Committee, and shall have been recommended by the Senate. Under Senate’s bylaws, the following honorary degrees may be granted by the University: Doctor of Civil Law, honoris causa (D.C.L.)1 Doctor of Laws, honoris causa (LL.D.) – awarded for outstanding scholarly achievement or for exceptional service to the University or the community at large. Doctor of Science, honoris causa (D.Sc.) – awarded for outstanding achievement in the pure and applied sciences, usually of a scholarly nature. Doctor of Letters, honoris causa (D. Litt.) – awarded for outstanding achievement in the humanities, social sciences, or in the performing arts, of a scholarly or creative nature. Principles/Statement of Purpose: An honorary degree is the highest honour the University can bestow. Acceptance of an honorary degree by a candidate brings honour to both the recipient and the University. Normally, one honorary doctorate is conferred at each Convocation ceremony. Honorary degrees are awarded to outstanding individuals who have made a worthy and unique contribution. -
Appendix B Abbreviations Commonwealth University Degrees
APPENDIX B ABBREVIATIONS COMMONWEALTH UNIVERSITY DEGREES Commonwealth University Degree Abbreviations The following list of degree abbreviations and corresponding titles is restricted to degrees awarded by Commonwealth institutions with chapters in the Yearbook up to 1994 and since 1999, and any degree -granting institutions federated to or affiliated with them. AA Associate in Arts AM Associate of Music AMusD Doctor of Musical Arts AMusM Master of Musical Arts ASc Associate in Science BA Bachelor of Arts/Bachelieres Arts BAA Bachelier en Administration des Affaires Bachelor of Business Administration Bachelor of Applied Arts: And., Ryerson BA(Administration) Bachelor of Arts (Public Administration) BA(Arch) Bachelor of Arts (Arc hitecture) BA(ArchStud) Bachelor of Arts (Architectural Studies) BA(ArchStudies) Bachelor of Arts in Architectural Studies BA(ArtHistCur) Bachelor of Arts (Art History and Curatorship) BA(AsSt) Bachelor of Arts (Asian Studies) BA(AustS) Bachelor of Arts (Australian Studies) BA(AustSt) Bachelor of Arts (Australian Studies) BAcc Bachelor of Accountancy/Accounting BAcct Bachelor of Accounting BAcct(IS) Bachelor of Accounting (Information Systems) BA(CeramDes) Bachelor of Arts (Ceramic De sign) BA(Coll) Bachelor of Arts (Collegiate) BA(Com) Bachelor of Arts in Commerce BA(CombStuds) Bachelor of Arts in Combined Studies BA(Comm) Bachelor of Arts in Communication BA(CommStud) Bachelor of Communication Studies BA(CommStuds) Bachelor of Art s (Communication Studies) BACS Bachelor of Arts Community Studies BAD Bachelier -
July, NOTES. the Concluding (June) Number of Volume 14 of the Annals
538 NOTES. [July, NOTES. THE concluding (June) number of volume 14 of the Annals of Mathematics contains the following papers: "On the uni- f ormization of algebraic functions " by W. F. OSGOOD ; " Mani folds of n dimensions," by O. VEBLEN and J. W. ALEXANDER; "Systems of plane curves whose intrinsic equations are analogous to the intrinsic equation of an isothermal system/ ' by H. W. REDDICK; "The probability of the arithmetic mean compared with that of certain other functions of the measure ments," by E. L. DODD; "Cusp and undulation invariants of rational curves/' by J. E. ROWE. THE Paris academy of sciences has awarded the biennial Petit d'Ormay prize of 10000 francs to Professor C. GUICHARD, of the University of Paris, for his contributions to mathematics. THE Belgian academy of sciences announces the following prize problem for the year 1914: "Present a contribution to the study of the properties of analytic functions which cannot take certain values in a given domain." Competing memoirs should be prepared under the usual conditions and be in the hands of the secretary before August 1, 1914. The prize is fr. 1000. AN international committee has recently been formed to promote the establishment of uniform notations in the theories of potential and elasticity by international cooperation. In its first circular the committee requests from astronomers, mathematicians, and physicists replies to the following question: What are the notions and notations in respect of which it is desirable to establish uniformity? The replies will be collated as soon as possible, and a second circular will then be issued inviting suggestions as to the methods by which uniformity may be brought about. -
Award of Honorary Degree of Doctor of Commerce
AWARD OF HONORARY DEGREE OF DOCTOR OF COMMERCE PROFESSOR GEOFFREY COLIN HARCOURT AO Professor Geoffrey Harcourt was born in Melbourne in 1931. He entered the University of Melbourne in 1951 as a resident of Queen's College. He graduated Bachelor of Commerce (Honours) in 1954 and Master of Commerce in 1956. The title of his Master's thesis was a "Pilot Survey of Savings in Melbourne" which 'admirably indicates his then youthful interest in Keynes, applied issues and his own city'. In 1955 he journeyed to Cambridge, beginning a lifelong emotional and intellectual attachment to that seat of learning. By his own admission he is an 'Australian patriot and a Cambridge economist'. His Cambridge PhD was followed in 1988 by a Doctor of Letters. He returned to Australia in 1958 to take up a Lectureship at the University of Adelaide. He was appointed to a Personal Chair at Adelaide in 1967. In 1982 he accepted a Fellowship at Jesus College, Cambridge, and a university lectureship in Economics. He formally resigned from his Adelaide position in 1985. He was appointed to an ad hominem Readership in the History of Economic Theory at Cambridge in 1990. Geoffrey Harcourt is one of the few Australian economists whose writings have been absorbed by the leading economists of his generation. He has always been a Keynesian economist in the broadest sense but his work also reflects classical and Marxian themes. Arguably his greatest scholarly contribution lies in synthesizing states of debates in economic theory, especially capital theory. He has made important contributions to Post-Keynesian Theory and has produced intellectual biographies of a number of leading economists 'with the specific intention to raise the humanity and vitality of economics'. -
LEBMEMO-Book-Final-Draft.Pdf
Republic of the Philippines LEGAL EDUCATION BOARD LEB MEMORANDUM ORDER (LEBMO) No. I Series of 2011 Subject: POLICIES AND STANDARDS OF LEGAL EDUCATION AND MANUAL OF REGULATIONS FOR LAW SCHOOLS Republic Act No. 7662 sets forth the general and specific objectives of legal education in the Republic of the Philippines. Section 4 thereof provides: “To carry out the purposes of this Act, there is hereby created the Legal Education Board xxx.” It is the legal obligation then of the Board to supervise and administer legal education in the Philippines (Section 7) in all law schools, except the University of the Philippines, whether these be in private higher education institutions (PHEIs), state universities and colleges (SUCs), or local or community universities or colleges (LUCs). Pursuant to its mandate, the Legal Education Board (hereinafter, “the Board”) hereby adopts and promulgates the following Policies and Standards of Legal Education and the Manual of Regulations for Law Schools. Herewith acknowledged as antecedents to this present issuance are (a) the unpromulgated “Revised Policies and Standards for Legal Education” prepared by CHED’s Technical Panel for Legal Education, some parts of which, including the Suggested Electives (Description), are incorporated herein; (b) the Manual of Regulations for Private Higher Education of 2008 (MORPHE); (c) DECS Order No. 27 of 1989. No further acknowledgments will be made. 1 PART I POLICIES AND STANDARDS OF LEGAL EDUCATION Article I Basic Concepts and Definitions Section 1. This Memorandum Order shall be deemed as the Implementing Rules and Regulations that the Board is empowered to prescribe under Section 7 (i) of R.A. -
Honorary Degree Recipients
Honorary Degree Recipients Year First Name Last Name Degree 2013 Ambroise Dorino Gabriel, S.J Doctor of Education 2013 Elisabeth Hagan, M.D., '91 Doctor of Public Health 2013 Rafael Garcia Mora, S..J. Doctor of Education 2013 John W. O'Malley, S.J. Doctor of Humane Letters 2012 James J. Martin, S.J. Doctor of Humane Letters 2012 Gregory J. Boyle, S.J. Doctor of Public Service 2011 Cardinal Walter Kasper Doctor of Sacred Theology 2011 Charles L. Currie, SJ Doctor of Religious Education 2011 Suzanne Wright Doctor of Public Service 2011 Bob Wright Doctor of Public Service 2011 Catherine Stifler Nash Doctor of Science 2010 John E. Pepper, Jr Doctor of Commercial Science 2010 Arnold L. Mitchem, Ph.D Doctor of Public Service 2009 Dr. Cornel West Doctor of Humane Letters 2009 Christopher Matthews Doctor of Communication 2008 Charles Kahn, Jr. Doctor of Commercial Science 2008 Brian Duperreault '69 Doctor of Humanities 2008 Nancy Duperreault Doctor of Humanities 2007 Mary Louise Finlayson Quinlan Doctor of Communications 2007 Mary M. Brabeck Doctor of Humane Letters 2006 Alan Wolfe Doctor of Humane Letters 2006 Helen Prejean, C.S.J. Doctor of Humane Letters 2005 Charles P. Pizzi Doctor of Business Administration 2005 Timothy J. Russert Doctor of Communications 2004 Rita R. Colwell Doctor of Science 2004 Sister Mary Rose McGeady, DC Doctor of Humane Letters 2004 Richard H. Passon Doctor of Humane Letters 2004 Nicholas S. Rashford, SJ Doctor of Public Service 2003 Senator Rick Santorium Doctor of Public Service 2002 Michael W. Duffy Doctor of Business Administration 2002 Sang J. -
1903-1904 Obituary Record of Graduates of Yale University
OBITUARY RECORD GRADUATES OF YALE UNIVERSITY Deceased during the Academical Year ending in JUNE, 1&O4, INCLUDING THE RECORD OF A FEW WHO DIED PREVIOUSLY, HITHERTO UNREPORTED [Presented at the meeting of the Alumni, June 28th, 1904] [No 4 of the Fifth Printed Series, and No 63 of the whole Record] OBITUARY RECORD OF GRADUATES OF TALE UNIVERSITY Deceased during the Academical year ending in JUNE, 1904 Including the Record of a few who died previously, hitherto unreported [PRESENTED AT THE MEETING OF THE ALUMNI, JUNE 28TH, 1904] [No 4 of the Fifth Printed Series, and No 63 of the whole Record] YALE COLLEGE (ACADEMICAL DEPARTMENT) 1831 THOMAS MARCH CLARK, the last survivor but one of his class, sou of Thomas March and Rebecca (Wheelwright) Claik, was born in Newburyport, Mass., on July 4,1812, and entered Yale from Araherst College during Sophomore year. After graduation he taught two years in the Lowell (Mass) High School, and then studied two years in Princeton Theologi- cal Seminary. He was licensed to pi each by the Presbyteiy of .Newburypoit in 1835, and for a few months was in charge ot the Old South Church, Boston, but at the close of the year he changed his connection to the Protestant Episcopal Church, in which he was ordained Deacon by Bishop Gnswold on Februaiy 3, 1836, and Priest on Kovembei 6 of the same year. He was for seven years Rector of Grace Church, Boston, which had then just been consecrated, and from 1843 to 1847 Rector of St. Andrew's Church, Philadelphia, Pa He was then Assistant at Trinity Chinch, Boston, until 1850, and Rector of Christ Chuich, Hart- ford, Conn , until 1854, when he was chosen Bishop of Rhode Island. -
Participant Guide 2019
Strengthening Postgraduate Supervision PARTICIPANT GUIDE 2019 CONTENTS 01 Course introduction 01 Course outcomes 02 Course structure 02 Course assessment 04 Grade descriptors for the summative assessment 06 Assignment 06 Course development 07 Accreditation 08 Creative Commons PHASE 1 DAY ONE 11 Session 1: Course outline and workshop etiquette 12 Session 2: Social exclusion 14 Session 3: Models and styles of supervision 17 Session 4: Introduction to the assessment DAY TWO 22 Session 1: Identity work in the postgraduate journey 25 Session 2: Scholarly community of practice 31 Session 3: Research question or hypothesis 32 Session 4: Design of scholarly work DAY THREE 34 Session 1 & 2: Developing student writing and giving feedback 35 Session 3: Introduction to information and digital literacy 37 Session 4: Wrap up and introduction to next phases PHASE 2 ONLINE PHASE 3 DAY ONE 41 Session 1: Review of Phase 2 42 Session 2: Free writing towards course assessment 43 Session 3: Research ethics 44 Session 4: Role of the Higher Degrees Committee, Examiners and Vivas DAY TWO 45 Session 1: Supervisory practices using intervision 47 Session 2: Coaching and mentoring 48 Session 3: Project management, time planning and supervisory agreements 50 Session 4: Supervisory issues DAY THREE 52 Session 1: When things go wrong 57 Session 2: Meeting the outcomes 59 Session 3: Queries and concerns 60 Session 4: Wrap up and evaluation FEB 2019 Course Introduction This course is aimed at building supervisory capacity across the South African higher education system. The course content, methodologies and modes of delivery consider the diverse conditions in which supervisors work as well as the differences in the postgraduate process across disciplines and programmes.