Paul C. Gutjahr
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780199740420
- eISBN:
- 9780199894703
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199740420.003.0008
- Subject:
- Religion, Church History
Chapter Eight explores Charles Hodge’s conversion to Christianity during the revival at Princeton College in the winter of 1815. Hodge had been religious his entire life, but decided to take a step ...
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Chapter Eight explores Charles Hodge’s conversion to Christianity during the revival at Princeton College in the winter of 1815. Hodge had been religious his entire life, but decided to take a step forward in his commitment to Christ during this revival. He then threw himself into various religious activities at the College as both his grades and his health suffered.Less
Chapter Eight explores Charles Hodge’s conversion to Christianity during the revival at Princeton College in the winter of 1815. Hodge had been religious his entire life, but decided to take a step forward in his commitment to Christ during this revival. He then threw himself into various religious activities at the College as both his grades and his health suffered.
George Yancey
- Published in print:
- 2010
- Published Online:
- September 2010
- ISBN:
- 9780199735433
- eISBN:
- 9780199866267
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199735433.003.0002
- Subject:
- Religion, Religion and Society
This chapter explores sociological theories concerning racial diversity on college campuses in general and how such theories may predict racial diversity in Protestant colleges and universities. The ...
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This chapter explores sociological theories concerning racial diversity on college campuses in general and how such theories may predict racial diversity in Protestant colleges and universities. The development of Protestant institutions of higher education provides insight into the type of barriers these colleges and universities may have in becoming racially diverse. This chapter also documents some of the recent efforts these campuses have made toward diversity.Less
This chapter explores sociological theories concerning racial diversity on college campuses in general and how such theories may predict racial diversity in Protestant colleges and universities. The development of Protestant institutions of higher education provides insight into the type of barriers these colleges and universities may have in becoming racially diverse. This chapter also documents some of the recent efforts these campuses have made toward diversity.
Robert A. Ferguson
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780300230833
- eISBN:
- 9780300235296
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300230833.003.0012
- Subject:
- Law, Criminal Law and Criminology
This concluding chapter looks at a speech conducted at the January graduation ceremony of prisoners who would receive their college degrees at the Fishkill Correctional Institution, in conjunction ...
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This concluding chapter looks at a speech conducted at the January graduation ceremony of prisoners who would receive their college degrees at the Fishkill Correctional Institution, in conjunction with programs run by Nyack College in upstate New York. It explains how graduation oratory is all about telling people to apply what they have learned in the world. The graduation speech consists of six key takeaways: the more you know, the more you realize you do not know; recognizing what you do not know is a social tool; education is self- knowledge; education is also about learning to write well; education is self- improvement; and finally, education is a place of its own.Less
This concluding chapter looks at a speech conducted at the January graduation ceremony of prisoners who would receive their college degrees at the Fishkill Correctional Institution, in conjunction with programs run by Nyack College in upstate New York. It explains how graduation oratory is all about telling people to apply what they have learned in the world. The graduation speech consists of six key takeaways: the more you know, the more you realize you do not know; recognizing what you do not know is a social tool; education is self- knowledge; education is also about learning to write well; education is self- improvement; and finally, education is a place of its own.
Paul C. Gutjahr
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780199740420
- eISBN:
- 9780199894703
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199740420.003.0012
- Subject:
- Religion, Church History
Chapter Twelve examines Hodge as he transitions from his Seminary graduation to his appointment to teach at Princeton Theological Seminary. After his seminary graduation, he joins his family in ...
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Chapter Twelve examines Hodge as he transitions from his Seminary graduation to his appointment to teach at Princeton Theological Seminary. After his seminary graduation, he joins his family in Philadelphia where he preaches and studies Hebrew with Reverend Joseph Banks. His classmate John Johns is first offered the teaching position at the Seminary, but he turns it down in favor of the Episcopal ministry. Hodge is then approached and appointed to the position.Less
Chapter Twelve examines Hodge as he transitions from his Seminary graduation to his appointment to teach at Princeton Theological Seminary. After his seminary graduation, he joins his family in Philadelphia where he preaches and studies Hebrew with Reverend Joseph Banks. His classmate John Johns is first offered the teaching position at the Seminary, but he turns it down in favor of the Episcopal ministry. Hodge is then approached and appointed to the position.
Walter Lowrie
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691157771
- eISBN:
- 9781400845972
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691157771.003.0009
- Subject:
- Philosophy, History of Philosophy
This chapter refers to a period between 1838 and 1840, which Kierkegaard considered so uninteresting as to describe it as “the great parenthesis.” During this time he was preparing for his ...
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This chapter refers to a period between 1838 and 1840, which Kierkegaard considered so uninteresting as to describe it as “the great parenthesis.” During this time he was preparing for his theological examination out of deference to his father, which he had considered a necessity despite having to put off his more interesting studies in favor of academic discipline. The chapter then explores the integration of his “active I” (which he considered his personal consciousness or his “real” self) and his “reflective I,” at the same time discussing the irony of Kierkegaard failing to likewise integrate into what he called “the universal,” i.e. society. It also recounts the beginnings of his courtship with Regina Olsen. Finally, this chapter briefly discusses the publication of a book entitled, From the Posthumous Papers of one Still Living.Less
This chapter refers to a period between 1838 and 1840, which Kierkegaard considered so uninteresting as to describe it as “the great parenthesis.” During this time he was preparing for his theological examination out of deference to his father, which he had considered a necessity despite having to put off his more interesting studies in favor of academic discipline. The chapter then explores the integration of his “active I” (which he considered his personal consciousness or his “real” self) and his “reflective I,” at the same time discussing the irony of Kierkegaard failing to likewise integrate into what he called “the universal,” i.e. society. It also recounts the beginnings of his courtship with Regina Olsen. Finally, this chapter briefly discusses the publication of a book entitled, From the Posthumous Papers of one Still Living.
Nicola Lacey
- Published in print:
- 2006
- Published Online:
- January 2010
- ISBN:
- 9780199202775
- eISBN:
- 9780191705953
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199202775.003.0004
- Subject:
- Law, Legal History
This chapter details H. L. A. Hart's preparations to become a barrister and the start of his legal practice. By the time of his graduation, Herbert had already preparing to qualify as a barrister. ...
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This chapter details H. L. A. Hart's preparations to become a barrister and the start of his legal practice. By the time of his graduation, Herbert had already preparing to qualify as a barrister. The Bar provided nothing in the way of formal training: it was simply a matter of equipping oneself with the knowledge necessary to pass the entry examinations. From the very beginning of his student career, Herbert had entertained an ambition to follow up his classics degree with an undergraduate degree in law based on just one further year's study. Spurred on by his brilliant success in his finals, and by the story of another student who had gained a First in a year, Herbert set out to match this achievement.Less
This chapter details H. L. A. Hart's preparations to become a barrister and the start of his legal practice. By the time of his graduation, Herbert had already preparing to qualify as a barrister. The Bar provided nothing in the way of formal training: it was simply a matter of equipping oneself with the knowledge necessary to pass the entry examinations. From the very beginning of his student career, Herbert had entertained an ambition to follow up his classics degree with an undergraduate degree in law based on just one further year's study. Spurred on by his brilliant success in his finals, and by the story of another student who had gained a First in a year, Herbert set out to match this achievement.
Ephraim Chirwa and Andrew Dorward
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780199683529
- eISBN:
- 9780191763069
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199683529.003.0011
- Subject:
- Economics and Finance, Development, Growth, and Environmental
Graduation has emerged as an issue in debates about the future of the agricultural input subsidy programme in Malawi, amid concerns about the programme’s high cost and fiscal sustainability. However, ...
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Graduation has emerged as an issue in debates about the future of the agricultural input subsidy programme in Malawi, amid concerns about the programme’s high cost and fiscal sustainability. However, graduation processes hardly feature in theoretical consideration of subsidy programmes and the current design of the programme does not make any explicit allowance for the graduation of some farmers from the subsidy over time. This chapter considers ways in which the concept of graduation may be usefully applied to the FISP and sets out a broad conceptualization of graduation for potential application in programme design and implementation. Graduation is conceptualized as a removal of access to the programme that ‘does not leave current beneficiaries supported by the programme unable to pursue sustainable independent livelihoods’. The chapter also highlights the need for a multi-scale approach to facilitate graduation and the political difficulties associated with programme reduction and increasing farmer contributions.Less
Graduation has emerged as an issue in debates about the future of the agricultural input subsidy programme in Malawi, amid concerns about the programme’s high cost and fiscal sustainability. However, graduation processes hardly feature in theoretical consideration of subsidy programmes and the current design of the programme does not make any explicit allowance for the graduation of some farmers from the subsidy over time. This chapter considers ways in which the concept of graduation may be usefully applied to the FISP and sets out a broad conceptualization of graduation for potential application in programme design and implementation. Graduation is conceptualized as a removal of access to the programme that ‘does not leave current beneficiaries supported by the programme unable to pursue sustainable independent livelihoods’. The chapter also highlights the need for a multi-scale approach to facilitate graduation and the political difficulties associated with programme reduction and increasing farmer contributions.
Janet Grossbach Mayer
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780823234165
- eISBN:
- 9780823240814
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823234165.003.0011
- Subject:
- History, Social History
Marisa was an extremely talented young teenager with an outgoing personality and uncommon singing ability. She could have been written off as not having gifts of any kind because of her weakness in ...
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Marisa was an extremely talented young teenager with an outgoing personality and uncommon singing ability. She could have been written off as not having gifts of any kind because of her weakness in mathematics. However, one could not help but like her; her smile was contagious, and everyone felt better in her presence. Talk about charm. She had always struggled with math and was terrified of the New York math regents competency test that had just been put in place as a graduation requirement. Before 1994, no competency tests were required to graduate with a local diploma. In order to graduate, she had to pass this test, the first of what would come to be called “high-stakes tests.” The dropout rate in New York City and in cities across the nation is very high. Even before so-called higher standards the cities had failed to graduate about fifty percent of their students.Less
Marisa was an extremely talented young teenager with an outgoing personality and uncommon singing ability. She could have been written off as not having gifts of any kind because of her weakness in mathematics. However, one could not help but like her; her smile was contagious, and everyone felt better in her presence. Talk about charm. She had always struggled with math and was terrified of the New York math regents competency test that had just been put in place as a graduation requirement. Before 1994, no competency tests were required to graduate with a local diploma. In order to graduate, she had to pass this test, the first of what would come to be called “high-stakes tests.” The dropout rate in New York City and in cities across the nation is very high. Even before so-called higher standards the cities had failed to graduate about fifty percent of their students.
Tim Clydesdale
- Published in print:
- 2007
- Published Online:
- February 2013
- ISBN:
- 9780226110653
- eISBN:
- 9780226110677
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226110677.001.0001
- Subject:
- Sociology, Education
Wild parties, late nights, and lots of sex, drugs, and alcohol. Many assume these are the things that define an American teenager's first year after high school. But the reality is really quite ...
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Wild parties, late nights, and lots of sex, drugs, and alcohol. Many assume these are the things that define an American teenager's first year after high school. But the reality is really quite different. As this book reports, teenagers generally manage the increased responsibilities of everyday life immediately after graduation effectively. But, like many good things, this comes at a cost. Tracking the daily lives of fifty young people making the transition to life after high school, the book reveals how teens settle into manageable patterns of substance use and sexual activity; how they meet the requirements of postsecondary education; and how they cope with new financial expectations. Most of them, we learn, handle the changes well because they make a priority of everyday life. But the book finds that teens also stow away their identities—religious, racial, political, or otherwise—during this period in exchange for acceptance into mainstream culture. This results in the absence of a long-range purpose for their lives and imposes limits on their desire to understand national politics and global issues, sometimes even affecting the ability to reconstruct their lives when tragedies occur.Less
Wild parties, late nights, and lots of sex, drugs, and alcohol. Many assume these are the things that define an American teenager's first year after high school. But the reality is really quite different. As this book reports, teenagers generally manage the increased responsibilities of everyday life immediately after graduation effectively. But, like many good things, this comes at a cost. Tracking the daily lives of fifty young people making the transition to life after high school, the book reveals how teens settle into manageable patterns of substance use and sexual activity; how they meet the requirements of postsecondary education; and how they cope with new financial expectations. Most of them, we learn, handle the changes well because they make a priority of everyday life. But the book finds that teens also stow away their identities—religious, racial, political, or otherwise—during this period in exchange for acceptance into mainstream culture. This results in the absence of a long-range purpose for their lives and imposes limits on their desire to understand national politics and global issues, sometimes even affecting the ability to reconstruct their lives when tragedies occur.
Maya Plisetskaya
- Published in print:
- 2001
- Published Online:
- October 2013
- ISBN:
- 9780300088571
- eISBN:
- 9780300130713
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300088571.003.0011
- Subject:
- Music, Dance
In this chapter, Maya Plisetskaya recalls the first day of World War II which plunged the entire city of Moscow into darkness as the Germans began bombing the city. Maya left the Bolshoi Theater and ...
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In this chapter, Maya Plisetskaya recalls the first day of World War II which plunged the entire city of Moscow into darkness as the Germans began bombing the city. Maya left the Bolshoi Theater and ballet school, rode a train with her mother and two brothers for Sverdlovsk, and made friends with fellow evacuees. She worked with Maria Mikhailovna Leontyeva for more than six months as she prepared for her graduation examination in March 1943. She danced the variation of the Queen of the Dryads from Don Quixote and passed the exam.Less
In this chapter, Maya Plisetskaya recalls the first day of World War II which plunged the entire city of Moscow into darkness as the Germans began bombing the city. Maya left the Bolshoi Theater and ballet school, rode a train with her mother and two brothers for Sverdlovsk, and made friends with fellow evacuees. She worked with Maria Mikhailovna Leontyeva for more than six months as she prepared for her graduation examination in March 1943. She danced the variation of the Queen of the Dryads from Don Quixote and passed the exam.
