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

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  1. Alfred Frederick Horrigan (1950). Metaphysics as a Principle of Order in the University Curriculum. Washington, Catholic University of America Press.score: 183.0
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  2. Stella Kramer (1933). A Path to Understanding. New York.score: 174.0
  3. C. David Lisman (1996). The Curricular Integration of Ethics: Theory and Practice. Praeger.score: 174.0
     
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  4. 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.score: 174.0
    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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  5. Beatriz Marín Londoño (2008). Curriculo Integrado: Aportes a la Comprensión de la Formación Humana. Universidad Católica Polular de Risaralda.score: 174.0
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  6. Benson R. Snyder (1970/1973). The Hidden Curriculum. Cambridge, Mass.,Mit Press.score: 174.0
  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.score: 174.0
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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.score: 162.0
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  9. 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.score: 96.0
    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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  10. 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.score: 96.0
    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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  11. 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.score: 96.0
    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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  12. 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.score: 81.0
    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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  13. 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.score: 81.0
    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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  14. 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.score: 74.0
    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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  15. 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.score: 74.0
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  16. Zabihollah Rezaee, Robert C. Elmore & Joseph Z. Szendi (2001). Ethical Behavior in Higher Educational Institutions: The Role of the Code of Conduct. [REVIEW] Journal of Business Ethics 30 (2):171 - 183.score: 72.0
    The report of the Treadway Commission suggests that all public companies should establish effective written codes of conduct in promoting honorable behavior by corporations. The need for written "codes of conduct" for businesses is evident in the current literature. However, there is not sufficient evidence regarding the implication of codes of conduct in a college. Academic dishonesty has become an important issue in institutions of higher education. Codes of conduct can also provide a basis for ethical behavior in colleges (...)
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  17. Stefan Collini (2012). What Are Universities For? Penguin.score: 72.0
    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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  18. 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.score: 72.0
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  19. 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.score: 72.0
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  20. Edward Shipsey (1946). Public Relations for Colleges and Universities. Thought 21 (4):692-693.score: 72.0
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  21. Paul J. Weithman (1999). Philosophy at Catholic Colleges and Universities in the United States. Proceedings of the American Catholic Philosophical Association 73:289-314.score: 72.0
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  22. 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.score: 72.0
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  23. Alfred J. Bonomo (1942). American Universities and Colleges That Have Held Broadcast License. Thought 17 (3):574-575.score: 72.0
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  24. 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.score: 72.0
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  25. 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.score: 72.0
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  26. 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.score: 72.0
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  27. James A. Fitzgerald (1934). Founding of American Colleges and Universities Before the Civil War. Thought 8 (4):667-668.score: 72.0
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  28. John R. Hinnells (1973). P. Ramsey and John F. Wilson, Editors. The Study of Religion in Colleges and Universities. Pp. Ix + 353. (Princeton University Press, 1970.) $10.00.U. Bianchi and C. J. Bleeker and A. Bausani, Editors. Problems and Methods of the History of Religions. Pp. X + 122. (E. J. Brill, Leiden, 1972.) 38 Glds. [REVIEW] Religious Studies 9 (3):371.score: 72.0
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  29. Joseph D. McInerney (1988). The Role of Universities in Developing Precollege Science Curricula. Bioscience 38 (8):557-558.score: 72.0
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  30. Willem A. van Eck (1968). Universities and Colleges: Attitudes and Actions. Bioscience 18 (5):402-406.score: 72.0
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  31. 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.score: 72.0
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  32. Nicholas A. Bowman (2010). Educating Global Citizens in Colleges and Universities: Challenges and Opportunities. Journal of Moral Education 39 (4):517-518.score: 72.0
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  33. 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.score: 72.0
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  34. 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.score: 72.0
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  35. Ff Gaither (1983). Oklahoma Public Higher-Education-Notes on the Founding of Colleges and Universities. Journal of Thought 18 (3):146-155.score: 72.0
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  36. Edwin F. Healy (1958). Moral Guidance: A Textbook in Principles of Conduct for Colleges and Universities. Loyola University Press.score: 72.0
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  37. 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.score: 72.0
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  38. Lord Limerick (1995). Guide for Members of Governing Bodies of Universities and Colleges in England and Wales. Minerva 33 (4):373-394.score: 72.0
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  39. V. Alan McClelland (2007). Faith and Secularisation in Religious Colleges and Universities By James Arthur. British Journal of Educational Studies 55 (1):102-104.score: 72.0
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  40. 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.score: 72.0
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  41. Charles B. Schmitt (1965/1984). The Aristotelian Tradition and Renaissance Universities. Variorum Reprints.score: 66.0
     
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  42. Ronald Barnett (2011). Being a University. Routledge.score: 56.0
    Ronald Barnett pursues this quest through an exploration of pairs of contending concepts that speak to the idea of the university such as space and time; being ...
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  43. Paul T. Gibbs (2004). Trusting in the University: The Contribution of Temporality and Trust to a Praxis of Higher Learning. Kluwer Academic Publishers.score: 56.0
    The world changes and we are encouraged to change with it, but is all change good? This book asks us to stop and consider whether the higher education we are providing, and engaging in, for ourselves and our societies is what we ought to have, or what commercial interests want us to have. In claiming that there is a place for a higher education of learning, such as the university, amongst our array of tertiary options the book attempts to explore (...)
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  44. Deni Elliott (ed.) (1995). The Ethics of Asking: Dilemmas in Higher Education Fund Raising. Johns Hopkins University Press.score: 56.0
    & A college development officer is offered a generous gift by a donor whose identity would embarrass the institution. Should the development officer accept? & A volunteer lies about his level of giving, but classmates believe him and match his "gift." Should donors be told the truth? & A development officer must explain to a donor the difference between naming an endowed chair and selecting the person to fill the chair. Where is the line between reasonable donor expectations and intrusion? (...)
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  45. Ronald Barnett (2000). Realizing the University in an Age of Supercomplexity. Society for Research Into Higher Education & Open University Press.score: 56.0
    The university has lost its way. The world needs the university more than ever but for new reasons. If we are to clarify its new role in the world, we need to find a new vocabulary and a new sense of purpose. The university is faced with supercomplexity, in which our very frames of understanding, action and self-identity are all continually challenged. In such a world, the university has explicitly to take on a dual role: firstly, of compounding supercomplexity, so (...)
     
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  46. Muriel Crouch (1977). Imparting Ethics to Medical Students. Christian Medical Fellowship.score: 56.0
     
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  47. Gerald Walther (2013). Ethics in Neuroscience Curricula: A Survey of Australia, Canada, Germany, the UK, and the US. Neuroethics 6 (2):343-351.score: 54.0
    This paper analyses ethical training in neuroscience curricula at universities in Australia, Canada, Germany, the United States and the United Kingdom. The main findings are that 52 % of all courses have ethical training available, while in 82 % of those cases, the training is mandatory. In terms of specific contents of the teaching, ethical issues about ‘animal subjects and human participation in research’, ‘scientific misconduct’, and ‘treatment of data’ were the most prominent. A special emphasis during the (...)
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  48. Edward Grant (2001). God and Reason in the Middle Ages. Cambridge University Press.score: 54.0
    Between 1100 and 1600, the emphasis on reason in the learning and intellectual life of Western Europe became more pervasive and widespread than ever before in the history of human civilization. Of crucial significance was the invention of the university around 1200, within which reason was institutionalized and where it became a deeply embedded, permanent feature of Western thought and culture. It is therefore appropriate to speak of an Age of Reason in the Middle Ages, and to view it as (...)
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  49. Naonori Kodate, Kashiko Kodate & Takako Kodate (2010). Mission Completed? Changing Visibility of Women's Colleges in England and Japan and Their Roles in Promoting Gender Equality in Science. Minerva 48 (3):309-330.score: 54.0
    The global community, from UNESCO to NGOs, is committed to promoting the status of women in science, engineering and technology, despite long-held prejudices and the lack of role models. Previously, when equality was not firmly established as a key issue on international or national agendas, women’s colleges played a great role in mentoring female scientists. However, now that a concerted effort has been made by governments, the academic community and the private sector to give women equal opportunities, the raison (...)
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  50. Perry L. Glanzer (2008). Searching for the Soul of English Universities: An Exploration and Analysis of Christian Higher Education in England. British Journal of Educational Studies 56 (2):163 - 183.score: 54.0
    Although church-related universities in England gradually became more secular throughout the twentieth century, a group of nine teacher education colleges with church foundations have recently developed into full fledged universities. This article draws upon documentary and site-based research to evaluate the relevance of the Christian identity for these institutions in light of recent scholarship on the subject.
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