Some Important Collections of Catholic Missionary Journals in North America

1979 ◽  
Vol 6 ◽  
pp. 345-348
Author(s):  
David Henige
Keyword(s):  
United States ◽  
North America ◽  
The United States ◽  
Higher Learning ◽  
Research Libraries ◽  
Institutions Of Higher Learning ◽  
White Fathers ◽  
Oblates Of Mary Immaculate ◽  
Early Returns ◽  
White Father

Readers may be interested to know that there are several little-known depositories of African-related Catholic missionary journals in the United States and Canada. Since these materials were not usually disseminated very widely when published, they are almost never to be found in academic and research libraries, nor, therefore, in the standard locating tools like Union List of Serials and its supplements. Because of this an effort is now being made to find at least one location in North America for each of the more than four hundred relevant journals. Likely possibilities include provincial and mother houses, teaching seminaries, monasteries, and provincial archives, as well as the libraries of institutions of higher learning affiliated with particular missionary orders. Although this project is very far from complete (and almost certainly will never attain the rather quixotic goal mentioned above) some early returns are in and several important collections have been identified. This note discusses the most useful of these, which relate to the White Fathers, the Oblates of Mary Immaculate, the Scheutists, and the Verona Fathers. African historians need no introduction to the value of the published White Father materials. The White Fathers served throughout most of Africa and they published more than any other order on the peoples among whom they served. Many of their writings have been used by Africanists, but it remains true that the correspondence, reports, and articles which appeared in their own numerous journals have not been extensively consulted, no doubt because these journals are not widely available.

scholarly journals Terror.edu

2010 ◽  
Vol 27 (1) ◽  
pp. 159-162
Author(s):  
Uppinder Mehan
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Professional Role ◽  
Higher Learning ◽  
University Of Houston ◽  
Institutions Of Higher Learning ◽  
The University

The Society for Critical Exchange held its first Winter Theory Institute from11-14 February 2010 at the University of Houston-Victoria, located inVictoria, Texas. Eleven scholars from a variety of disciplines and fromacross the United States came together to present and discuss their currentwork on questions regarding the affect terror and terrorism are having oneducation in higher education. The participants presented their work by turn,and all took part in the intense two days fully devoted to the discussions.Some of the questions we hoped to address included the following: Howhave institutions of higher learning responded to the specter of terror? Howshould academe respond? What is our professional role in a terroristicworld? ...

scholarly journals Educating today's democratic citizen

2009 ◽  
Vol 2 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Jeffrey L. Bernstein
Keyword(s):  
Higher Education ◽  
United States ◽  
Citizenship Education ◽  
The United States ◽  
Higher Learning ◽  
Learning And Teaching ◽  
For Profit ◽  
Democratic Citizen ◽  
Institutions Of Higher Learning ◽  
Increased Pressure

What are we in higher education to make of the recent calls for citizenship education to play a larger role in the academy? As Matt Hartley’s paper in this issue of Learning and Teaching suggests, colleges and universities in the United States have been paying increased attention to educating for citizenship in recent decades; Bob Simpson’s concluding commentary makes similar arguments about increased expectations forcitizenship education in Europe. As our institutions of higher learning confront economic pressures, increased competition (including from for-profit entities) and calls for accountability through meaningful assessments of student learning, they will also face increased pressure to graduate not just educated individuals, but also individuals who are connected, as citizens, to the local, national and transnational world in which they live.

scholarly journals Leadership challenges of urban institutions of higher learning, which serve a predominantly diverse and multi-cultural student population

2019 ◽  
Vol 1 (1) ◽  
Keyword(s):  
Higher Education ◽  
United States ◽  
New York ◽  
Urban Areas ◽  
The United States ◽  
Student Population ◽  
Higher Learning ◽  
Exploratory Research ◽  
Leadership Challenges ◽  
Institutions Of Higher Learning

The topic of this research article examines the unique leadership challenges confronted by staff and faculty of higher education institutions that serve a predominantly diverse and multi-cultural student population in urban areas of the United States. Urban colleges and universities are found in the large metropolitan cities of the United States where students are from the area, as well as domestic and international. The study isolates five areas of concern that raise leadership challenges for these institutions of higher learning. Specific areas of challenge are the rising cost of tuition, retention, student preparedness for higher education, technology, and gainful employment. The exploratory research within this study was conducted primarily in the New York tri-state area. It is qualitative in nature and conclusions are based on research and observations of subjects directly affiliated with these institutions.

scholarly journals Like Sustenance for the Masses: Genre Resistance, Cultural Identity, and the Achievement of Like Water for Chocolate

1996 ◽  
Vol 19 (2-3) ◽  
pp. 209-224
Author(s):  
Ellen Puccinelli
Keyword(s):  
United States ◽  
Cultural Identity ◽  
The United States ◽  
Higher Learning ◽  
The Other ◽  
Academic Experience ◽  
Critical Studies ◽  
Institutions Of Higher Learning ◽  
Critical Attention ◽  
The Masses

Laura Esquivel's 1989 Mexican novel Like Water for Chocolate, neither translated into English nor published in the United States until 1992, was both an American bestseller and the basis for an acclaimed motion picture. Interestingly, though, Esquivel's work also seems to be receiving glimmers of the type of critical attention generally reserved for less “popular” works. Two particular critical studies composed in English, one by Kathleen Glenn and the other by Cecelia Lawless, have been devoted entirely to Chocolate, and both of the scholar/authors grace the faculties of reputable American institutions of higher learning. As a student whose academic experience has been replete with elitist attitudes and expressions of disdain for anything that smacks of an appeal to the masses, I was intrigued by Chocolate for this very reason; in a world where scholarly boundaries seem unalterably fixed, a work that appears capable of crossing these rigid lines is, in my opinion, both rare and admirably refreshing. In my studies, I have often hoped for more communication between “popular” and “scholarly” literature; Esquivel's novel provides not only opportunities for this dialogue but for other cross-genre discussions as well.

scholarly journals Student Assessment of Teachers (SAT): Towards a Basket of Approaches

2019 ◽  
Vol 15 (2) ◽  
pp. 77
Author(s):  
Bassey Ubong ◽  
Mercy O. Okpor
Keyword(s):  
United States ◽  
United States Of America ◽  
Student Evaluation ◽  
Student Assessment ◽  
The United States ◽  
Higher Learning ◽  
Student Evaluation Of Teaching ◽  
Institutions Of Higher Learning ◽  
Evaluation Of Teaching

In some institutions of higher learning, one of the approaches to successful governance is through student assessment of teachers, dubbed Student Assessment of Faculty or Student Evaluation of Teaching and extensively used in the United States of America (USA). In schools and colleges, the usual largest bloc and primary stakeholders are the students. Students should therefore assess teachers for the purpose of improving the system for all stakeholders including themselves. Teaching is a service in a marketing framework and where it is offered, the buyer is in the best position to assess the offering for better performance. This paper advocates for student assessment of their teachers at the end of each teaching cycle and suggests a basket of approaches to reduce the dissonance that accompanies the exercise where applied. A template is suggested in the paper.

E-story, or the New Hollywood Myth

2015 ◽  
Vol 70 (02) ◽  
pp. 255-260
Author(s):  
Claudia Moatti
Keyword(s):  
United States ◽  
Large Scale ◽  
The United States ◽  
Higher Learning ◽  
Political Issues ◽  
New Hollywood ◽  
Institutions Of Higher Learning ◽  
Moral Crisis ◽  
Work First

Abstract David Armitage and Jo Guldi’s History Manifesto has sparked an important debate in the United States. This article criticizes three specific aspects of their work. First, it takes issue with their description of a “moral crisis” of history, which they postulate without any discussion of serious epistemological and political issues. Second, it calls into question their enthusiasm for technological solutions, an ideological stance highlighted by their call for a return to long-term history and large-scale syntheses relying on the crunching of vast quantities of digitized data. Finally, it interrogates their conception of the utility of history, a notion that reveals serious confusion between research, teaching, and popularization and supports their unquestioning acceptance of the direction taken by institutions of higher learning. Although the scientism and positivism expressed in their manifesto illuminate their lack of attention to, and perhaps simply awareness of, the slow construction and transmission of accumulated knowledge, they do reflect the prevailing intellectual nonchalance and philosophical regression. The authors’ vision would see the replacement of “history” by “e-story,” the dissolution of historicity and scholarly critique and their substitution by techno-chronology and marketing.

scholarly journals Academic and Social Challenges Facing Students with Developmental and Learning Disabilities in Higher Institutions: Implications to African colleges and universities

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Williams Emeka Obiozor ◽  
V C Onu ◽  
Ifeanyi Ugwoegbu
Keyword(s):  
United States ◽  
Learning Disabilities ◽  
Adult Literacy ◽  
Universal Design For Learning ◽  
The United States ◽  
Higher Learning ◽  
Social Challenges ◽  
Institutions Of Higher Learning ◽  
Design For Learning ◽  
Higher Institutions

African societies have much to learn from the exemplary programs and projects on disabilities, adult literacy and special education provisions in developed societies, like the United States, where effective legislations, curriculum and support services are provided at all levels for individuals with disabilities.  This paper discusses the academic and social challenges facing students with developmental and learning disabilities in higher institutions; including available  services in institutions of higher learning for such individuals-something that is yet to be introduced or effectively conducted  in most African nations unlike in the United States.  This paper noted the challenges which developmental and learning disabilities pose to students in general; as well as recognize the potentials, talents, and individual abilities of such students in contemporary institutions of higher learning which could be applicable to African universities and colleges. In this regards, recommendations on understanding student developmental and learning disabilities; application of universal design for learning (UDL), and the institutional roles needed to ensure that such students cope in class and achieve success on campus, were provided.

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