Search results for 'Universities and colleges Curricula' (try it on Scholar)

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  1. Benson R. Snyder (1970). The Hidden Curriculum. Cambridge, Mass.,MIT Press.
  2. C. David Lisman (1996). The Curricular Integration of Ethics: Theory and Practice. Praeger.
     
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  3. Alfred Frederick Horrigan (1950). Metaphysics as a Principle of Order in the University Curriculum. Washington, Catholic University of America Press.
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  4. Stella Kramer (1933). A Path to Understanding. New York.
     
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  5. Dara Llewellyn & Craig Pearson (eds.) (2011). Consciousness-Based Education: A Foundation for Teaching and Learning in the Academic Disciplines. Consciousness-Based Books, an Imprint of Maharishi University of Management Press.
    Consciousness-based education and Maharishi Vedic science -- Consciousness-based education and education -- Consciousness-based education and physiology and health -- Consciousness-based education and physics -- Consciousness-based education and mathematics -- Consciousness-based education and literature -- Consciousness-based education and art -- Consciousness-based education and management -- Consciousness-based education and government -- Consciousness-based education and computer science -- Consciousness-based education and sustainability -- Consciousness-based education and world peace.
     
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  6. Beatriz Marín Londoño (2008). Curriculo Integrado: Aportes a la Comprensión de la Formación Humana. Universidad Católica Polular de Risaralda.
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  7. Qianhua Yang (2009). Zhong Mei da Xue Mei Xue Ke Cheng Bi Jiao Yan Jiu: Ji Yu 12 Suo da Xue de Ge an Bi Jiao = Zhongmei Daxue Meixue Kecheng Bijiao Yanjiu. Ren Min Chu Ban She.
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  8. Syaifan Nur (2007). Peta Kecenderungan Kajian Agama-Agama Dan Filsafat Islam Pada Program Pascasarjana. Program Studi Agama-Agama Dan Filsafat Islam, Program Pascasarjana Uin Sunan Kalijaga.
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  9. Anthony T. Kronman (2007). Education's End: Why Our Colleges and Universities Have Given Up on the Meaning of Life. Yale University Press.
    The question of what living is for—of what one should care about and why—is the most important question a person can ask. Yet under the influence of the modern research ideal, our colleges and universities have expelled this question from their classrooms, judging it unfit for organized study. In this eloquent and carefully considered book, Tony Kronman explores why this has happened and calls for the restoration of life’s most important question to an honored place in higher education. (...)
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  10.  4
    Edward H. Sisson, A Proposal for State Legislatures to Pursue Impartial Audits of the Scientific Basis for Evolution as the State Teaches It in its High Schools, Colleges, and Universities.
    When the state buys and then provides to the citizens goods and services, the state may certainly choose to audit, independently and comprehensively, the quality of the goods and services so provided, particularly when citizens are reporting back that the goods or services are causing unwanted, deleterious effects. This principle applies to intellectual property -- information -- education -- as well as to other goods and services. In particular, it applies to the theory of evolution as taught by the state (...)
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  11. Camille Z. Charles, Mary J. Fischer, Margarita A. Mooney & Douglas S. Massey (2009). Taming the River: Negotiating the Academic, Financial, and Social Currents in Selective Colleges and Universities. Princeton University Press.
    Building on their important findings in The Source of the River, the authors now probe even more deeply into minority underachievement at the college level. Taming the River examines the academic and social dynamics of different ethnic groups during the first two years of college. Focusing on racial differences in academic performance, the book identifies the causes of students' divergent grades and levels of personal satisfaction with their institutions. Using survey data collected from twenty-eight selective colleges and universities, (...)
     
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  12. Anthony T. Kronman (2008). Education's End: Why Our Colleges and Universities Have Given Up on the Meaning of Life. Yale University Press.
    The question of what living is for—of what one should care about and why—is the most important question a person can ask. Yet under the influence of the modern research ideal, our colleges and universities have expelled this question from their classrooms, judging it unfit for organized study. In this eloquent and carefully considered book, Tony Kronman explores why this has happened and calls for the restoration of life’s most important question to an honored place in higher education. (...)
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  13.  3
    Deborah E. de Lange (2013). How Do Universities Make Progress? Stakeholder-Related Mechanisms Affecting Adoption of Sustainability in University Curricula. Journal of Business Ethics 118 (1):103-116.
    This paper develops a theoretical model to explicate stakeholder-related mechanisms that affect university adoption of sustainability in curricula. This work combines stakeholder and institutional theories so as to extend both. By examining change in the university context wherein there is confusion about sustainability adoption, this research adds to previous institutional theory focusing on strongly contested practices, primarily in the for-profit firm setting. Sustainability is a transformational challenge and may be adopted reactively or proactively. Also, stakeholder theory is extended in (...)
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  14. William P. Alston & Alvin Plantinga (1990). Scotland Research Fellowships for the Academic Session 1991-92 Applications Are Invited for These Research Fellowships for the Academic Session 1991-92 The Fellowships Are Intended Primarily, Though Not Exclusively, for Philosophers and Political Theorists on Study Leave From Their Own Universities or Colleges. [REVIEW] Mind 99:396.
  15.  59
    David F. Bean & Richard A. Bernardi (2007). Ethics Education in Our Colleges and Universities: A Positive Role for Accounting Practitioners. [REVIEW] Journal of Academic Ethics 5 (1):59-75.
    In this research, we review the current level of ethics education prior to college and the emphasis of the Association to Advance Collegiate Schools of Business (AACSB) on business ethics education in college using an ‘across the curriculum’ approach. We suggest that business schools and accounting practitioners can forge a more meaningful partnership than what currently exists through the traditional business advisory council prevalent at most schools of business. Ethical conduct is inherent in the practice of public accounting and a (...)
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  16.  23
    Barbara E. Wall (2000). Mission and Ministry of American Catholic Colleges and Universities for the Next Century. Journal for Peace and Justice Studies 11 (2):49-57.
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  17.  15
    Alfred J. Bonomo (1942). American Universities and Colleges That Have Held Broadcast License. Thought: A Journal of Philosophy 17 (3):574-575.
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  18.  14
    James A. Fitzgerald (1934). Founding of American Colleges and Universities Before the Civil War. Thought: A Journal of Philosophy 8 (4):667-668.
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  19.  4
    John Dewey, G. H. Howison, Geo S. Fullerton, Arthur MacDonald, J. W. Stearns & B. P. Bowne (1890). Philosophy in American Colleges and Universities. The Monist 1 (1):148 - 156.
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  20.  4
    V. Alan McClelland (2007). Faith and Secularisation in Religious Colleges and Universities By James Arthur. British Journal of Educational Studies 55 (1):102-104.
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  21.  9
    Leon Chai, Philip Clayton, B. Wm, Stephen Crites, Richard L. Greaves, Klaus Haag, Paul Heelas, David Martin & Paul Morris (1999). Bernstein, Richard J.(1998) Freud and the Legacy of Moses. New York: Cambridge University Press, $59.95, 151 Pp. Burtchaell, James Tunstead (1998) The Dying of the Light: The Disengagement of Colleges and Universities From Their Christian Churches. Grand Rapids, MI: Wm. B. Eerdmans Publishing Co., $45.00, 868 Pp. [REVIEW] International Journal for Philosophy of Religion 45:200-202.
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  22.  16
    Edward Shipsey (1946). Public Relations for Colleges and Universities. Thought: A Journal of Philosophy 21 (4):692-693.
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  23.  9
    A. Johnston (1983). Greek Vases Stephen L. Hyatt (Ed.): The Greek Vase. Papers Based on Lectures Presented to a Symposium Held at Hudson Valley Community College at Troy, New York in April of 1979. Pp. X + 186; 105 Illustrations. Latham, N.Y.: Hudson-Mohawk Association of Colleges and Universities, 1981. [REVIEW] The Classical Review 33 (01):92-94.
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  24.  4
    Sarah Jane Aiston (2009). Taming the River: Negotiating the Academic, Financial, and Social Currents in Selective Colleges and Universities ‐ Edited by C. Z. Charles, M. J. Fischer, M. A. Mooney and D. S. Massey. [REVIEW] British Journal of Educational Studies 57 (4):449-451.
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  25.  9
    Clarence Sholé Johnson (1995). The Philosopher as Teacher: Teaching the Canons of Western Philosophy in Historically Black Colleges and Universities: The Spelman College Experience. Metaphilosophy 26 (4):413-423.
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  26.  7
    Paul J. Weithman (1999). Philosophy at Catholic Colleges and Universities in the United States. Proceedings of the American Catholic Philosophical Association 73:289-314.
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  27.  3
    S. E. (1983). The Constitution, Academic Self-Government and Academic Trade Unions in American State Universities and Colleges: A Decision of the United States Supreme Court. [REVIEW] Minerva 21 (2-3):296-319.
  28.  1
    John R. Hinnells (1973). P. Ramsey and John F. Wilson, Editors. The Study of Religion in Colleges and Universities. Pp. Ix + 353. $10.00.U. Bianchi and C. J. Bleeker and A. Bausani, Editors. Problems and Methods of the History of Religions. Pp. X + 122. 38 Glds. [REVIEW] Religious Studies 9 (3):371.
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  29. Nicholas A. Bowman (2010). Educating Global Citizens in Colleges and Universities: Challenges and Opportunities. Journal of Moral Education 39 (4):517-518.
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  30. Richard Finn (2007). Faith and Secularisation in Religious Colleges and Universities by James Arthur. New Blackfriars 88 (1013):120-121.
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  31. Ff Gaither (1983). Oklahoma Public Higher-Education-Notes on the Founding of Colleges and Universities. Journal of Thought 18 (3):146-155.
     
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  32. Edwin F. Healy (1958). Moral Guidance: A Textbook in Principles of Conduct for Colleges and Universities. Loyola University Press.
     
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  33. T. Horvath (1983). The Research on Uram, a New Philosophical Discipline for Universities and Colleges to Challenge the Young Beyond the Present. Ultimate Reality and Meaning 6 (4):339-342.
     
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  34. Morris Jastrow Jr (1899). The Historical Study of Religions in Universities and Colleges. Journal of the American Oriental Society 20:317-325.
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  35. Lord Limerick (1995). Guide for Members of Governing Bodies of Universities and Colleges in England and Wales. Minerva 33 (4):373-394.
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  36. P. Ramsey, John F. Wilson, U. Bianchi, C. J. Bleeker & A. Bausani (1973). The Study of Religion in Colleges and Universities. Religious Studies 9 (3):371-373.
     
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  37. Donald B. Rice (1971). Some Thoughts on the Teaching of French in American Colleges and Universities. Substance 1 (2):129.
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  38. J. Schor (1994). Century of Service: Land-Grant Colleges and Universities, 1980-1990, Edited by Ralph D. Christy and Lionel Williamson. Agriculture and Human Values 11:58-58.
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  39. Paul B. Zuber (1981). Moral and Ethical Obligations of Colleges and Universities to Minority Students. In Ronald H. Stein & M. Carlota Baca (eds.), Professional Ethics in University Administration. Jossey-Bass
     
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  40.  96
    S. Douglas Beets (2015). BB&T, Atlas Shrugged, and the Ethics of Corporation Influence on College Curricula. Journal of Academic Ethics 13 (4):311-344.
    Tuition and government funding does not adequately support the mission of many colleges and universities, and increasingly, corporations are responding to this need by making payments to institutions of higher learning with significant contracted expectations, including influence of the curriculum and content of college courses. One large, public banking corporation, BB&T, has funded grants to more than 60 colleges and universities in the United States to address what the corporation refers to as the “moral foundations of (...)
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  41.  11
    Stefan Collini (2012). What Are Universities For? Penguin.
    Stefan Collini challenges the common claim that universities need to show that they help to make money in order to justify getting more money.
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  42.  12
    Damian M. Parr, Cary J. Trexler, Navina R. Khanna & Bryce T. Battisti (2007). Designing Sustainable Agriculture Education: Academics' Suggestions for an Undergraduate Curriculum at a Land Grant University. [REVIEW] Agriculture and Human Values 24 (4):523-533.
    Historically, land grant universities and their colleges of agriculture have been discipline driven in both their curricula and research agendas. Critics call for interdisciplinary approaches to undergraduate curriculum. Concomitantly, sustainable agriculture (SA) education is beginning to emerge as a way to address many complex social and environmental problems. University of California at Davis faculty, staff, and students are developing an undergraduate SA major. To inform this process, a web-based Delphi survey of academics working in fields related to (...)
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  43.  6
    Lee A. Craig (1992). “Raising Among Themselves”: Black Educational Advancement and the Morrill Act of 1890. [REVIEW] Agriculture and Human Values 9 (1):31-37.
    Debate over the curricula of Black colleges and universities dates back to before the turn of the century and involved such noted Black leaders as Booker T. Washington and W.E.B. DuBois. The 1890 Land-Grant Colleges eventually established in 17 southern and border states were created to provide institutions for the teaching of the agricultural and mechanical arts to African-Americans. However, due to their being chronically underfunded and understaffed during the early decades of their existence, they focused (...)
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  44.  14
    Brian W. Kulik (2009). More Than Lip Service: The Development and Implementation Plan of an Ethics Decision-Making Framework for an Integrated Undergraduate Business Curriculum. [REVIEW] Journal of Academic Ethics 7 (4):231-254.
    In the face of the business community’s widening concern about corporate ethical behavior, business schools are reexamining how they ensure that students appreciate the ethical implications of managerial decision making and have the analytical tools necessary to confront ethical dilemmas. The current approaches adopted by colleges vary from mere ‘lip service’ to embedding ethics at the core of the curriculum. This paper examines the experience of several US universities that have incorporated business ethics into their curricula. In (...)
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  45. O. Meszaros (2003). On School Philosophy in Former Upper Hungary. Filozofia 58 (10):717-726.
    The paper deals with the school philosophy in the former Upper Hungary. Its star_ting point is the assumption, that the question of the receptive/creative character of the so called national philosophy can be resolved only by showing the nature of the institution, where the philosophy under consideration was practised. In Upper Hungary philosophy was practised in high schools, at colleges and universities of various kinds. The author gives a definition of the so called school philosophy and examines its (...)
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  46. Gordon Graham (2002). Universities the Recovery of an Idea. Monograph Collection (Matt - Pseudo).
  47. Chad Gaffield, William A. W. Neilson & Institute for Research on Public Policy (1986). Universities in Crisis a Mediaeval Institution in the Twenty-First Century.
     
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  48. Ralf Dahrendorf (2000). Universities After Communism the Hannah Arendt Prize and the Reform of Higher Education in East Central Europe.
     
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  49. M. J. F. M. Hoenen, J. H. J. Schneider & Georg Wieland (1995). Philosophy and Learning Universities in the Middle Ages.
     
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  50. Charles B. Schmitt (1965). The Aristotelian Tradition and Renaissance Universities. Variorum Reprints.
     
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