Jack Morrell
- Published in print:
- 1997
- Published Online:
- October 2011
- ISBN:
- 9780198206576
- eISBN:
- 9780191677229
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198206576.003.0003
- Subject:
- History, British and Irish Modern History, History of Science, Technology, and Medicine
This chapter examines the relationship of Oxford University to its colleges. Oxford colleges took prime responsibility for undergraduate teaching and their distinctive feature was their status as ...
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This chapter examines the relationship of Oxford University to its colleges. Oxford colleges took prime responsibility for undergraduate teaching and their distinctive feature was their status as legally independent and autonomous corporations. As such, they control the admission of undergraduates and their own finances, though they were required to make a contribution to the university though the Common University Fund. Some of the largest and richest Oxford colleges include Trinity and St John's.Less
This chapter examines the relationship of Oxford University to its colleges. Oxford colleges took prime responsibility for undergraduate teaching and their distinctive feature was their status as legally independent and autonomous corporations. As such, they control the admission of undergraduates and their own finances, though they were required to make a contribution to the university though the Common University Fund. Some of the largest and richest Oxford colleges include Trinity and St John's.
Alex Posecznick
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9781501707582
- eISBN:
- 9781501708404
- Item type:
- book
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501707582.001.0001
- Subject:
- Education, Higher Education
It has long been assumed that college admission should be a simple matter of sorting students according to merit, with the best heading off to the Ivy League and highly ranked liberal arts colleges ...
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It has long been assumed that college admission should be a simple matter of sorting students according to merit, with the best heading off to the Ivy League and highly ranked liberal arts colleges and the rest falling naturally into their rightful places. Admission to selective institutions, where extremely fine distinctions are made, is characterized by heated public debates about whether standardized exams, high school transcripts, essays, recommendation letters, or interviews best indicate which prospective students are worthy. And then there is college for everyone else. But what goes into less-selective college admissions? Ravenwood College was a small, private, nonprofit institution dedicated to social justice and serving traditionally underprepared students from underrepresented minority groups. To survive in the higher education marketplace, the college had to operate like a business and negotiate complex categories of merit while painting a hopeful picture of the future for its applicants. This book is a snapshot of a particular type of institution as it goes about the business of producing itself and justifying its place in the market. This book documents what it takes to keep such an institution open and running, and the struggles, tensions, and battles that members of the community tangle with daily as they carefully walk the line between empowering marginalized students and exploiting them.Less
It has long been assumed that college admission should be a simple matter of sorting students according to merit, with the best heading off to the Ivy League and highly ranked liberal arts colleges and the rest falling naturally into their rightful places. Admission to selective institutions, where extremely fine distinctions are made, is characterized by heated public debates about whether standardized exams, high school transcripts, essays, recommendation letters, or interviews best indicate which prospective students are worthy. And then there is college for everyone else. But what goes into less-selective college admissions? Ravenwood College was a small, private, nonprofit institution dedicated to social justice and serving traditionally underprepared students from underrepresented minority groups. To survive in the higher education marketplace, the college had to operate like a business and negotiate complex categories of merit while painting a hopeful picture of the future for its applicants. This book is a snapshot of a particular type of institution as it goes about the business of producing itself and justifying its place in the market. This book documents what it takes to keep such an institution open and running, and the struggles, tensions, and battles that members of the community tangle with daily as they carefully walk the line between empowering marginalized students and exploiting them.
K. Kannan
- Published in print:
- 2014
- Published Online:
- April 2014
- ISBN:
- 9780198082880
- eISBN:
- 9780199082827
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198082880.003.0002
- Subject:
- Law, Medical Law
The interface of law with medical education brings to the fore a range of topics starting from establishing educational institutions to securing admission, from setting standards of medical education ...
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The interface of law with medical education brings to the fore a range of topics starting from establishing educational institutions to securing admission, from setting standards of medical education not merely of students passing out of colleges established in India but also to appraising persons who have graduated from foreign universities before being granted the license to practice in India. The IMC regulations provide the course content and admission norms but the preoccupation has been essentially in garnering the limited number of seats in colleges by application of rules of reservation without compromising on issues of merit. Private enterprise in establishing colleges has raised the costs of medical education and unconscionable levy of capitation fees. State control that began as attempts to abolish the practice have been tempered with over a time through judicial pronouncements that have not been consistent. Minority-run institutions have pressed home to enjoy immunities from state control in matters of admission and levy of hefty tuition fees. Flights of students to hitherto unknown foreign universities for acquisition of degrees have become common place.Less
The interface of law with medical education brings to the fore a range of topics starting from establishing educational institutions to securing admission, from setting standards of medical education not merely of students passing out of colleges established in India but also to appraising persons who have graduated from foreign universities before being granted the license to practice in India. The IMC regulations provide the course content and admission norms but the preoccupation has been essentially in garnering the limited number of seats in colleges by application of rules of reservation without compromising on issues of merit. Private enterprise in establishing colleges has raised the costs of medical education and unconscionable levy of capitation fees. State control that began as attempts to abolish the practice have been tempered with over a time through judicial pronouncements that have not been consistent. Minority-run institutions have pressed home to enjoy immunities from state control in matters of admission and levy of hefty tuition fees. Flights of students to hitherto unknown foreign universities for acquisition of degrees have become common place.
Deondra Rose
- Published in print:
- 2018
- Published Online:
- January 2018
- ISBN:
- 9780190650940
- eISBN:
- 9780190867300
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190650940.003.0005
- Subject:
- Political Science, American Politics
This chapter offers a final case study of landmark higher education policy development, analyzing the creation of Title IX. By departing from the redistributive policy design of the National Defense ...
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This chapter offers a final case study of landmark higher education policy development, analyzing the creation of Title IX. By departing from the redistributive policy design of the National Defense Education Act (NDEA) and the Higher Education Act (HEA) and employing a regulatory approach to expand access to higher educational institutions, lawmakers ventured beyond the precedent of promoting equal opportunity through financial aid. This analysis reveals an interesting shift in the intentionality of lawmakers when it came to expanding women’s access to college degrees. While the substantial benefits that women received from the NDEA and the HEA were byproducts of broader political forces that supported their inclusion as incidental and even accidental beneficiaries, Title IX was crafted with the explicit purpose of expanding women’s access to higher educational institutions.Less
This chapter offers a final case study of landmark higher education policy development, analyzing the creation of Title IX. By departing from the redistributive policy design of the National Defense Education Act (NDEA) and the Higher Education Act (HEA) and employing a regulatory approach to expand access to higher educational institutions, lawmakers ventured beyond the precedent of promoting equal opportunity through financial aid. This analysis reveals an interesting shift in the intentionality of lawmakers when it came to expanding women’s access to college degrees. While the substantial benefits that women received from the NDEA and the HEA were byproducts of broader political forces that supported their inclusion as incidental and even accidental beneficiaries, Title IX was crafted with the explicit purpose of expanding women’s access to higher educational institutions.
Gerhard Casper
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780300196917
- eISBN:
- 9780300207064
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300196917.003.0007
- Subject:
- Sociology, Education
This chapter presents a speech by former Stanford University president Gerhard Casper on October 4, 1995, on the issue of affirmative action. He focuses on the specific subject of college admissions ...
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This chapter presents a speech by former Stanford University president Gerhard Casper on October 4, 1995, on the issue of affirmative action. He focuses on the specific subject of college admissions at Stanford. He says that all applicants receive careful consideration, and the admissions review takes the individual circumstances of the applicant into consideration. These efforts aim at a class characterized by diversity in terms of academic interests, artistic and athletic accomplishments, leadership qualities, and ethnic and social backgrounds.Less
This chapter presents a speech by former Stanford University president Gerhard Casper on October 4, 1995, on the issue of affirmative action. He focuses on the specific subject of college admissions at Stanford. He says that all applicants receive careful consideration, and the admissions review takes the individual circumstances of the applicant into consideration. These efforts aim at a class characterized by diversity in terms of academic interests, artistic and athletic accomplishments, leadership qualities, and ethnic and social backgrounds.
Ruth Colker
- Published in print:
- 2013
- Published Online:
- March 2016
- ISBN:
- 9780814708101
- eISBN:
- 9780814708002
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814708101.003.0013
- Subject:
- Education, Early Childhood and Elementary Education
This chapter examines how children with learning disabilities can be eligible to receive special education and related services under the Individuals with Disabilities Education Act (IDEA). It begins ...
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This chapter examines how children with learning disabilities can be eligible to receive special education and related services under the Individuals with Disabilities Education Act (IDEA). It begins by reviewing the legal and psychological literature on what constitutes a learning disability and how such a disability should be diagnosed. It then considers the disagreement that continues to exist on whether there must be evidence of a psychological or neurological impairment, and whether the discrepancy model should be part of the diagnostic model. It also discusses the wide range of definitions of learning disability used by the various states despite the fact that the IDEA is a national statute, along with the implications of the learning disability classification for college admissions testing. The chapter concludes by suggesting how the learning disability mess may be solved.Less
This chapter examines how children with learning disabilities can be eligible to receive special education and related services under the Individuals with Disabilities Education Act (IDEA). It begins by reviewing the legal and psychological literature on what constitutes a learning disability and how such a disability should be diagnosed. It then considers the disagreement that continues to exist on whether there must be evidence of a psychological or neurological impairment, and whether the discrepancy model should be part of the diagnostic model. It also discusses the wide range of definitions of learning disability used by the various states despite the fact that the IDEA is a national statute, along with the implications of the learning disability classification for college admissions testing. The chapter concludes by suggesting how the learning disability mess may be solved.
Jo Drugan and Andrew Rothwell
- Published in print:
- 2011
- Published Online:
- June 2013
- ISBN:
- 9781846316555
- eISBN:
- 9781846316692
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/UPO9781846316692.015
- Subject:
- Society and Culture, Cultural Studies
This chapter begins by discussing the history of translation studies programmes British universities. It then examines how the study of French and translation is organised in the UK today. The ...
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This chapter begins by discussing the history of translation studies programmes British universities. It then examines how the study of French and translation is organised in the UK today. The discussion is based on three surveys of universities accepting applications for entry in 2011, and online summaries of programme and module content. Sources were the Universities and Colleges Admissions Service, the institutions' websites, and specialist websites designed to help applicants select courses of study. It shows that the prevailing view in the UK is that translation and interpreting skills are best learned at postgraduate level, despite the availability of undergraduate degrees devoted to translation.Less
This chapter begins by discussing the history of translation studies programmes British universities. It then examines how the study of French and translation is organised in the UK today. The discussion is based on three surveys of universities accepting applications for entry in 2011, and online summaries of programme and module content. Sources were the Universities and Colleges Admissions Service, the institutions' websites, and specialist websites designed to help applicants select courses of study. It shows that the prevailing view in the UK is that translation and interpreting skills are best learned at postgraduate level, despite the availability of undergraduate degrees devoted to translation.
