Literary Contributions of Catholics in Nineteenth-Century Mexico: Part Two: The Díaz Regime (1867–1910)

1945 ◽  
Vol 2 (01) ◽  
pp. 30-50
Author(s):  
Francis Borgia Steck
Keyword(s):  
Mexico City ◽  
Municipal Government ◽  
Early Age ◽  
Second Empire ◽  
Arts And Sciences ◽  
The Arts ◽  
Bar Examination ◽  
The University ◽  
The City ◽  
Made In

Another gifted writer whose name has almost passed into oblivion is Tirso Rafael Córdoba. Like Rafael Gómez, he from Michoacán, a circumstance that seems to explain why during the period we are considering these two men stood on such intimate terms of friendship and in their literary career had so many things in common. His biographer tells us that in 1853, at the early age of fifteen, Córdoba, then a student in the Seminario de Morelia, was admitted to membership in the Liceo Iturbide, a distinction conferred upon him in view of the exceptional progress he had made in the arts and sciences. Only for the disturbed times in which his youth and early manhood fell, Córdoba would have entered the priesthood, this being his intention when he studied philosophy in the Seminario Conciliar Palafoxiano in the city of Puebla. From this celebrated school he graduated with high honors and then proceeded to Mexico City where he studied canon and civil law in the Colegio de San Ildefonso and passed the bar examination in the University of Mexico. But again he became a victim of circumstances, unable to engage freely and fully in the legal and political circles for which he was so richly qualified. After the fall of the Second Empire, at which time he was Secretary General of the municipal government of Puebla, he retired from public life and thereafter took a prominent part, chiefly in Mexico City, in social and literary activities. He was one of the founders of the organization known as La Sociedad Católica and collaborated in the founding and editing of periodicals, popular as well as literary, such as La Voz de México, El Obrero Católico, El Hijo del Obrero, La Lira Poblana, La Aurora, and La Oliva.

Literary Contributions of Catholics in Nineteenth-Century Mexico: Part Two: The Díaz Regime (1867–1910)

1945 ◽  
Vol 2 (1) ◽  
pp. 30-50
Author(s):  
Francis Borgia Steck
Keyword(s):  
Mexico City ◽  
Municipal Government ◽  
Early Age ◽  
Second Empire ◽  
Arts And Sciences ◽  
The Arts ◽  
Bar Examination ◽  
The University ◽  
The City ◽  
Made In

Another gifted writer whose name has almost passed into oblivion is Tirso Rafael Córdoba. Like Rafael Gómez, he from Michoacán, a circumstance that seems to explain why during the period we are considering these two men stood on such intimate terms of friendship and in their literary career had so many things in common. His biographer tells us that in 1853, at the early age of fifteen, Córdoba, then a student in the Seminario de Morelia, was admitted to membership in the Liceo Iturbide, a distinction conferred upon him in view of the exceptional progress he had made in the arts and sciences. Only for the disturbed times in which his youth and early manhood fell, Córdoba would have entered the priesthood, this being his intention when he studied philosophy in the Seminario Conciliar Palafoxiano in the city of Puebla. From this celebrated school he graduated with high honors and then proceeded to Mexico City where he studied canon and civil law in the Colegio de San Ildefonso and passed the bar examination in the University of Mexico. But again he became a victim of circumstances, unable to engage freely and fully in the legal and political circles for which he was so richly qualified. After the fall of the Second Empire, at which time he was Secretary General of the municipal government of Puebla, he retired from public life and thereafter took a prominent part, chiefly in Mexico City, in social and literary activities. He was one of the founders of the organization known as La Sociedad Católica and collaborated in the founding and editing of periodicals, popular as well as literary, such as La Voz de México, El Obrero Católico, El Hijo del Obrero, La Lira Poblana, La Aurora, and La Oliva.

Vocational Higher Education

2017 ◽  
Author(s):  
David Willetts
Keyword(s):  
Higher Education ◽  
University Education ◽  
Stained Glass ◽  
Arts And Sciences ◽  
The Arts ◽  
Full Sense ◽  
University Colleges ◽  
The University ◽  
The City ◽  
Education Courses

A beautiful large stained-glass window dominates the end of the Great Hall of Birmingham University. My great-grandfather was one of the glaziers who made it—my family were Birmingham artisans, craftsmen, and engineers. His son, my grandfather, remembered being taken to the opening of Birmingham University in 1902—Joe Chamberlain, the founder of the university, believed that the workers who had built it should be invited, not just the academics. From a distance it looks like the stained-glass window in an ancient cathedral with figures of saints, but close up you see the radicalism of Joe Chamberlain’s vision. It is dedicated to the arts and sciences. Instead of saints and bishops the figures represent disciplines like geometry or music, but alongside them, equally prominent, are contemporary trades: there is an electroplater, a rather Michelangelesque miner, and a demure bookkeeper too. It is a celebration of the range of trades and professions of the early twentieth century, ‘as practised in the university and in the City’, said the local paper. England’s first university in one of its great bustling industrial cities was claiming a new role for the university based on its civic commitment. This great window embodies a very different idea of the university from the Oxbridge tradition. It is a vigorous statement in an argument that was raging within Government at the very time that Chamberlain was planning his new university. The question was whether public funds should go to help pay for higher education courses outside Oxbridge on a systematic basis and if so which courses at which institutions. (At this point what would become our Redbrick universities were typically university colleges teaching for the external degree of the University of London and funded locally, though with occasional public grants.) The question came to the Chancellor of the Exchequer in 1895, who replied: ‘As an old Oxford man myself I must confess to a feeling, which you may call a prejudice, that University education, in the full sense of the term, can hardly be obtained except at our old Universities.’ The Treasury consulted Oxford and Cambridge on what they should fund.

scholarly journals Aboagora 2013: The Human Machine

2013 ◽  
Vol 3 (2) ◽  
pp. 1-2
Author(s):  
Ruth Illman
Keyword(s):  
Joint Venture ◽  
Human Being ◽  
Music Festival ◽  
Arts And Sciences ◽  
The Arts ◽  
Wide Range ◽  
The University ◽  
The Relationship

The editorial introduces the articles of the issue, all pertaining to the arts and sciences event, Aboagora, which gathered artists, academics and a wide range of interested listeners together to discuss the relationship between technology and the human being in Turku/Åbo in August, 2013. Aboagora is arranged as a joint venture between Turku Music Festival and scholars from the University of Turku, Åbo Akademi University and the Donner Institute.

Arthur Elijah Trueman, 1894-1956

1958 ◽  
Vol 4 ◽  
pp. 291-305 ◽  
Keyword(s):  
Natural History ◽  
Secondary School ◽  
Active Part ◽  
Early Age ◽  
Special Interests ◽  
Distribution Maps ◽  
Interesting Paper ◽  
The Common ◽  
The University ◽  
The City

Arthur Elijah Trueman was born on 26 April 1894 at Nottingham. He was the son of Elijah Trueman and Thirza Gottee, who were both natives of Nottingham. He lived at various places near the borders of Nottingham which were always within easy reach of the country and he recorded that at an early age he was particularly interested in sketching from nature; this facility he retained throughout his life, many of his papers and books being illustrated by his own sketches and drawings. In later years, he was interested and adept in water-colours, especially landscapes, which gave pleasure to him and to his friends. In 1906, he gained a scholarship to High Pavement School, an old foundation established as a City Secondary School in Nottingham and he remained there for five years under the headmastership of Edwin Francis; before he left he had passed the Intermediate B.Sc. Examination of the University of London; it is indicative of his special interests at this time that he asked for a microscope as one of his prizes. The Field and Camera Club of the school exerted an important influence upon Trueman; he organized field excursions, and took an active part in exhibitions of natural history specimens. He also became secretary of the Nottingham branch of The Young Naturalists’' Association instituted by Percival Westall and visited other schools in the city on behalf of the Association. He took up the study of variation in the shell of the common banded snails, systematically collecting these shells and making careful distribution maps. This work resulted several years later in a short but interesting paper which is based upon a very large number of specimens. His interest in the variation in the form of shells and his assiduity in collecting them, which were to remain unabated throughout his life, were thus developed whilst he was a boy at school.

scholarly journals Jeremy Randall Knowles CBE. 28 April 1935 — 3 April 2008

2010 ◽  
Vol 56 ◽  
pp. 171-187
Author(s):  
David E. Hansen ◽  
Robert J. P. Williams
Keyword(s):  
Harvard University ◽  
Arts And Sciences ◽  
University Of Oxford ◽  
The Arts ◽  
The University ◽  
Music And The Arts

Jeremy Randall Knowles was remarkable both as a celebrated organic biochemist and as a wise administrator, and throughout his career he retained a lasting love of music and the arts. He was for several years a tutorial Fellow of Wadham College and a lecturer in chemistry at the University of Oxford, 1962–74. In 1974 he left Oxford permanently for Harvard University to become Professor of Chemistry; in 1979 he was named the Amory Houghton Professor of Chemistry and Biochemistry. To the surprise of many, he later gave up this chair to become the Dean of Harvard University's Faculty of Arts and Sciences, a post he held with great distinction from 1991 to 2002. He returned to Harvard's University Hall again as Interim Dean from 2006 to 2007.

Anatomy in Alexandria in the Third Century B.C.

1988 ◽  
Vol 21 (4) ◽  
pp. 455-488 ◽  
Author(s):  
James Longrigg
Keyword(s):  
Human Anatomy ◽  
Third Century ◽  
Alexander The Great ◽  
Arts And Sciences ◽  
Anatomy And Physiology ◽  
The Arts ◽  
Human Anatomy And Physiology ◽  
To Come ◽  
The City ◽  
Scientific Achievements

The most striking advances in the knowledge of human anatomy and physiology that the world had ever known—or was to know until the seventeenth century A.D.—took place in Hellenistic Alexandria. The city was founded in 331 B.C. by Alexander the Great. After the tatter's death in 323 B.C. and the subsequent dissolution of his empire, it became the capital of one of his generals, Ptolemy, son of Lagus, who established the Ptolemaic dynasty there. The first Ptolemy, subsequently named Soter (the Saviour), and his son Ptolemy Philadelphus (who succeeded him in 285 B.C.), became immensely enriched by their exploitation of Egypt and raised the city to a position of great wealth and magnificence. Anxious to enhance both their own reputation and the prestige of the kingdom, they sought to rival the cultural and scientific achievements not only of other Hellenistic rulers but even of Athens herself. Their patronage of the arts and sciences, coupled with their establishment of the Museum (an institute for literary studies and scientific research as well as a temple of the Muses), together with the Library, made the city the centre of Hellenistic culture. Philosophers, mathematicians, astronomers, artists, poets and physicians were all encouraged to come and work there.

scholarly journals Yo elijo, tú eliges, ellas eligen. Orientación y toma de decisiones de las chicas en la escuela//I choose, you choose, they choose. Orientation and decision making of girls at school

2018 ◽  
Vol 28 (3) ◽  
pp. 99 ◽  
Author(s):  
Pilar Aristizabal Llorente ◽  
Ana Isabel Ugalde Gorostiza ◽  
Amaia Álvarez Uría
Keyword(s):  
Decision Making ◽  
Focus Groups ◽  
Working Life ◽  
Discussion Groups ◽  
Early Age ◽  
Number Of Factors ◽  
Teachers And Students ◽  
Toma De Decisiones ◽  
The City ◽  
Made In

RESUMEN Este artículo presenta los resultados obtenidos en una investigación sobre la orientación académica y profesional que se lleva a cabo en los centros educativos de Vitoria-Gasteiz y cómo la perciben tanto el profesorado como el alumnado y sus familias. Asimismo pretende identificar los factores que influyen en las decisiones estereotipadas de chicas y chicos. Para la recogida de la información se han realizado grupos de discusión con representantes del profesorado, alumnado y familias de los centros. Han sido en total siete grupos de discusión, 2 con profesorado, 3 con alumnado y 2 con las familias. También se han pasado dos cuestionarios diferenciados para el profesorado y equipos directivos participantes. Los resultados indican que, a pesar de los avances legales alcanzados en los últimos años, la orientación no sexista no es un tema prioritario entre las familias y que existen una serie de factores, como la socialización diferencial de chicas y chicos, la edad temprana a la que deben elegir un camino u otro, las expectativas de las familias, la falta de referentes y la realidad del mundo laboral, que hacen que alumnos y alumnas sigan eligiendo en función de los roles esperados para ellos y ellas. Los resultados concuerdan con otros obtenidos en investigaciones anteriores.ABSTRACT This paper presents the results obtained on academic and vocational guidance that takes place in schools and how they perceive it, both teachers and students, and their families, in the city of Vitoria in Spain. It also aims to identify the factors that influence girls´ and boys´ stereotypical decisions. For the collection of data focus groups have been conducted with representatives of teachers, students and families of schools. There have been a total of seven discussion groups, 2 with teachers, 3 with students and 2 with their families. Also two different questionnaires were done by participant teachers and management teams. The results indicate that, despite legal advances made in recent years, non-sexist orientation is not a priority among families and that there are a number of factors such as differential socialization of girls and boys, the early age at which they must choose one path or another, the expectations of families, lack of references, and the reality of working life that make students continue to choose based on the expected roles for them. The results are consistent with others obtained in previous research.

Universities and Academic Systems in Modern Societies

1962 ◽  
Vol 3 (1) ◽  
pp. 45-84 ◽  
Author(s):  
Joseph Ben-David ◽  
Awraham Zloczower
Keyword(s):  
Higher Education ◽  
Soviet Union ◽  
18Th Century ◽  
Academic Research ◽  
Arts And Sciences ◽  
Specialized Schools ◽  
The Arts ◽  
The Soviet Union ◽  
Practical Politics ◽  
The University

Universities engage in teaching and research. They prepare students to become men of action in practical politics, the civil service, the practice of law, medicine, surgery etc. Others studying at universities want to become scholars and scientists whose style of work is far removed from the on-the-spot decisionmaking which is so important among the former category. The professions and disciplines taught and developed at universities require a great variety of manpower and organization of entirely different kinds. Universities nevertheless insist on comprising all of them, in the name of an idea stemming from a time when one person was really able to master all the arts and sciences. They, furthermore, attempt to perform all these complex tasks within the framework of corporate self-government reminiscent of medieval guilds. Indeed there have been serious doubts about the efficiency of the university since the 18th century. Reformers of the “Enlightenment” advocated the abolition of the universities as useless remnants of past tradition and establish in their stead specialized schools for the training of professional people and academies for the advancement of science and learning. This program was actually put into effect by the Revolution and the subsequent reorganization of higher education by Napoleon in France. The present day organization of higher education in the Soviet Union still reflects the belief in the efficiency of specialized professional schools as well as specialized academic research institutions.

The University, the City, and the Arts

1970 ◽  
Vol 30 (4) ◽  
pp. 408
Author(s):  
William O. Winter
Keyword(s):  
The Arts ◽  
The University ◽  
The City
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