Shanta Acharya and Elroy Dimson
- Published in print:
- 2007
- Published Online:
- May 2007
- ISBN:
- 9780199210916
- eISBN:
- 9780191705816
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199210916.001.0001
- Subject:
- Economics and Finance, Financial Economics
There is a profound linkage between the quality of a university and its financial resources. The universities of Oxford and Cambridge rank among the world's finest educational institutions, and are ...
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There is a profound linkage between the quality of a university and its financial resources. The universities of Oxford and Cambridge rank among the world's finest educational institutions, and are able to draw on invested assets that are large by any standards. This book explores how the colleges that comprise these two universities make their investment decisions. Oxford and Cambridge are collegiate institutions, each consisting of a federal university and over thirty constituent colleges. While the colleges may have ostensibly similar missions, they are governed independently. Since they interpret their investment objectives differently, this gives rise to some remarkably dissimilar approaches to investment, which the book explores. It analyses the objectives, investment philosophy, asset management, and governance of over sixty college and university endowment funds. Drawing on research and discussions with Oxford and Cambridge investment bursars, the book investigate issues such as asset allocation and spending policy, which have a major influence on the institutions' financial health. This study reveals the colleges' individualism and diversity, and carefully analyses their strategies, which range from the traditional to cutting edge.Less
There is a profound linkage between the quality of a university and its financial resources. The universities of Oxford and Cambridge rank among the world's finest educational institutions, and are able to draw on invested assets that are large by any standards. This book explores how the colleges that comprise these two universities make their investment decisions. Oxford and Cambridge are collegiate institutions, each consisting of a federal university and over thirty constituent colleges. While the colleges may have ostensibly similar missions, they are governed independently. Since they interpret their investment objectives differently, this gives rise to some remarkably dissimilar approaches to investment, which the book explores. It analyses the objectives, investment philosophy, asset management, and governance of over sixty college and university endowment funds. Drawing on research and discussions with Oxford and Cambridge investment bursars, the book investigate issues such as asset allocation and spending policy, which have a major influence on the institutions' financial health. This study reveals the colleges' individualism and diversity, and carefully analyses their strategies, which range from the traditional to cutting edge.
Karen W. Tice
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199842780
- eISBN:
- 9780199933440
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199842780.001.0001
- Subject:
- Sociology, Gender and Sexuality
Universities are unlikely venues for grading, branding, and marketing gendered beauty, bodies, poise, and style. Nonetheless, thousands of college women have sought not only college diplomas but ...
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Universities are unlikely venues for grading, branding, and marketing gendered beauty, bodies, poise, and style. Nonetheless, thousands of college women have sought not only college diplomas but campus beauty titles and tiaras throughout the twentieth century. The cultural power of beauty pageants continues into the 21st century as campus beauty pageants, especially racial/ethnic pageants and pageants for men, have soared in popularity. Tice asks how, and why, does higher education remain in the beauty and body business and with what effects on student bodies and identities. She explores why students compete in and attend pageants as well as why campus-based etiquette and charm schools are flourishing. Based on archival research and interviews with contemporary campus queens and university sponsors as well as hundreds of hours observing college pageants on predominantly black and white campuses, Tice examines how campus pageant contestants express personal ambitions, desires, and, sometimes, racial/political agendas to resolve the incongruities of performing in evening gowns and bathing suits on stage while seeking their degrees. Tice argues the pageants help to illuminate the shifting iterations of class, race, religion, region, culture, sexuality, and gender braided in campus rituals and student life. Moving beyond a binary of objectification versus empowerment, Tice offers a nuanced analysis of the contradictory politics of higher education, feminism and post-feminism, empowerment, consumerism, race and ethnicity, class mobility, and popular culture on student bodies and cultures, the making of idealized collegiate masculinities and femininities, and the stylization of higher education itself.Less
Universities are unlikely venues for grading, branding, and marketing gendered beauty, bodies, poise, and style. Nonetheless, thousands of college women have sought not only college diplomas but campus beauty titles and tiaras throughout the twentieth century. The cultural power of beauty pageants continues into the 21st century as campus beauty pageants, especially racial/ethnic pageants and pageants for men, have soared in popularity. Tice asks how, and why, does higher education remain in the beauty and body business and with what effects on student bodies and identities. She explores why students compete in and attend pageants as well as why campus-based etiquette and charm schools are flourishing. Based on archival research and interviews with contemporary campus queens and university sponsors as well as hundreds of hours observing college pageants on predominantly black and white campuses, Tice examines how campus pageant contestants express personal ambitions, desires, and, sometimes, racial/political agendas to resolve the incongruities of performing in evening gowns and bathing suits on stage while seeking their degrees. Tice argues the pageants help to illuminate the shifting iterations of class, race, religion, region, culture, sexuality, and gender braided in campus rituals and student life. Moving beyond a binary of objectification versus empowerment, Tice offers a nuanced analysis of the contradictory politics of higher education, feminism and post-feminism, empowerment, consumerism, race and ethnicity, class mobility, and popular culture on student bodies and cultures, the making of idealized collegiate masculinities and femininities, and the stylization of higher education itself.
John McManners
- Published in print:
- 1999
- Published Online:
- November 2003
- ISBN:
- 9780198270034
- eISBN:
- 9780191600685
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0198270038.003.0015
- Subject:
- Religion, Church History
There were over 600 chapters of cathedrals and collegiate churches in France, with perhaps 12,000 canons, ‘a few very rich, many comfortably off, some living a meagre and threadbare existence’. In ...
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There were over 600 chapters of cathedrals and collegiate churches in France, with perhaps 12,000 canons, ‘a few very rich, many comfortably off, some living a meagre and threadbare existence’. In most chapters, membership was gained through family and social influence and provided a comfortable position for life. Canons were much criticized for laziness, but most took on administrative or other duties at some time in their lives. Cathedrals and the great collegiate churches attracted a horde of minor ecclesiastical and lay employees, making meagre livings but with some social prestige. The great chapters were proud corporations, jealous of their privileges, and had few friends: townspeople resented them and they were in frequent dispute with both bishops and parish priests.Less
There were over 600 chapters of cathedrals and collegiate churches in France, with perhaps 12,000 canons, ‘a few very rich, many comfortably off, some living a meagre and threadbare existence’. In most chapters, membership was gained through family and social influence and provided a comfortable position for life. Canons were much criticized for laziness, but most took on administrative or other duties at some time in their lives. Cathedrals and the great collegiate churches attracted a horde of minor ecclesiastical and lay employees, making meagre livings but with some social prestige. The great chapters were proud corporations, jealous of their privileges, and had few friends: townspeople resented them and they were in frequent dispute with both bishops and parish priests.
Debra A. Shattuck
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9780252040375
- eISBN:
- 9780252098796
- Item type:
- book
- Publisher:
- University of Illinois Press
- DOI:
- 10.5406/illinois/9780252040375.001.0001
- Subject:
- Sociology, Sport and Leisure
This book is the first to document the transformation of America’s national pastime from a gender-neutral sport into a highly-gendered “man’s game.” For decades, most modern scholars of sport have ...
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This book is the first to document the transformation of America’s national pastime from a gender-neutral sport into a highly-gendered “man’s game.” For decades, most modern scholars of sport have assumed that baseball was, and always has been, a man’s game. Yet baseball began as a gender-neutral “blank slate” upon which adult men and women wrote their gendered narratives and then taught those narratives to their children. Baseball’s gendered future was never inevitable nor was it quickly solidified or uncontested. Every decade of the nineteenth century saw more girls and women playing and watching baseball than in previous decades. Yet the narrative of baseball as a man’s game gained momentum in each successive decade well into the twentieth century. The book describes the process through which the history of women baseball players became distorted by myth and misperception even as girls and women played on the same types of teams that boys and men did, including scholastic/collegiate, civic/pick-up, amateur/professional and factory teams. The book places the evolution of baseball’s gendered characterization into the broader context of American sport and culture, and describes how professional interests wrested control of the game’s institutional structures, culture, and social interactions from amateur interests.Less
This book is the first to document the transformation of America’s national pastime from a gender-neutral sport into a highly-gendered “man’s game.” For decades, most modern scholars of sport have assumed that baseball was, and always has been, a man’s game. Yet baseball began as a gender-neutral “blank slate” upon which adult men and women wrote their gendered narratives and then taught those narratives to their children. Baseball’s gendered future was never inevitable nor was it quickly solidified or uncontested. Every decade of the nineteenth century saw more girls and women playing and watching baseball than in previous decades. Yet the narrative of baseball as a man’s game gained momentum in each successive decade well into the twentieth century. The book describes the process through which the history of women baseball players became distorted by myth and misperception even as girls and women played on the same types of teams that boys and men did, including scholastic/collegiate, civic/pick-up, amateur/professional and factory teams. The book places the evolution of baseball’s gendered characterization into the broader context of American sport and culture, and describes how professional interests wrested control of the game’s institutional structures, culture, and social interactions from amateur interests.
Jack Morrell
- Published in print:
- 1997
- Published Online:
- October 2011
- ISBN:
- 9780198206576
- eISBN:
- 9780191677229
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198206576.001.0001
- Subject:
- History, British and Irish Modern History, History of Science, Technology, and Medicine
Oxford University has not always possessed the high reputation in the sciences for which it is now renowned: it was not until the period between the last century's two world wars that science was ...
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Oxford University has not always possessed the high reputation in the sciences for which it is now renowned: it was not until the period between the last century's two world wars that science was firmly established in a university previously noted for its devotion to arts subjects. By 1939, despite only modest increases in the numbers of fellows or undergraduates in science, Oxford had developed an important new research identity. This transformation took place in the face of considerable opposition. The powers of the colleges, the poverty of the University relative to collegiate wealth, and the heightened individualism endemic in a polycratic university combined to produce academic conservatism which, even in the early twenties, could argue that Oxford should cede science to Cambridge and concentrate on its more traditional strengths in the arts. The author of this book shows how the innovators in the sciences coped with these idiosyncrasies and mustered a variety of resources, including government departments, leading industrialists, philanthropic trusts, and individual benefactors, to overcome academic inertia and to promote their subjects.Less
Oxford University has not always possessed the high reputation in the sciences for which it is now renowned: it was not until the period between the last century's two world wars that science was firmly established in a university previously noted for its devotion to arts subjects. By 1939, despite only modest increases in the numbers of fellows or undergraduates in science, Oxford had developed an important new research identity. This transformation took place in the face of considerable opposition. The powers of the colleges, the poverty of the University relative to collegiate wealth, and the heightened individualism endemic in a polycratic university combined to produce academic conservatism which, even in the early twenties, could argue that Oxford should cede science to Cambridge and concentrate on its more traditional strengths in the arts. The author of this book shows how the innovators in the sciences coped with these idiosyncrasies and mustered a variety of resources, including government departments, leading industrialists, philanthropic trusts, and individual benefactors, to overcome academic inertia and to promote their subjects.
Alan Bullock
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780199510177
- eISBN:
- 9780191700972
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199510177.003.0007
- Subject:
- History, British and Irish Modern History
The proposal that students unattached to any college or hall should be allowed to matriculate as members of the university was a product of the campaign for university extension and reform. It had ...
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The proposal that students unattached to any college or hall should be allowed to matriculate as members of the university was a product of the campaign for university extension and reform. It had been advocated in the early 1830s by Sir William Hamilton as a counter to what he described as the supplanting of Oxford University by the colleges. Undeterred by the weight of opinion against the idea, the first Royal Commission (1850–2) came down strongly in favour of recognizing non-collegiate students. This was, in the judgement of one of the Commissioners, A. C. Tait, the most significant of their recommendations. The Oxford Commissioners quoted approvingly the evidence gathered a generation earlier by the Commissioners for the Scottish universities, which recorded the self-denying struggles of poor students north of the border.Less
The proposal that students unattached to any college or hall should be allowed to matriculate as members of the university was a product of the campaign for university extension and reform. It had been advocated in the early 1830s by Sir William Hamilton as a counter to what he described as the supplanting of Oxford University by the colleges. Undeterred by the weight of opinion against the idea, the first Royal Commission (1850–2) came down strongly in favour of recognizing non-collegiate students. This was, in the judgement of one of the Commissioners, A. C. Tait, the most significant of their recommendations. The Oxford Commissioners quoted approvingly the evidence gathered a generation earlier by the Commissioners for the Scottish universities, which recorded the self-denying struggles of poor students north of the border.
Anne Ockwell and Pollins Harold
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780199510177
- eISBN:
- 9780191700972
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199510177.003.0027
- Subject:
- History, British and Irish Modern History
In 1878, Oxford University supplemented its machinery for the conduct of local examinations when a committee of the Delegates was established to initiate university local lectures. No hint is given ...
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In 1878, Oxford University supplemented its machinery for the conduct of local examinations when a committee of the Delegates was established to initiate university local lectures. No hint is given in the statute of the importance attached to the scheme by its promoters: ‘The Delegates [of Local Examinations] shall receive proposals for the establishment of lectures and teaching in the large towns of England and Wales, and shall be authorized to appoint Lecturers and Examiners for carrying out such proposals’. Hitherto, the term ‘extension’ had been largely limited to activities broadening access to Oxford itself, either through the foundation of new colleges or halls, or the admission of non-collegiate students. In 1857, however, the first activity ‘outside the walls’ had begun when Oxford was persuaded to set up a Local Examinations Delegacy to organize external ‘middle-class’ examinations. Now, two decades later, the university was to organize extramural teaching, which became familiarly known as university extension. Oxford's provision of local examinations had been regarded by many of those involved as a first step.Less
In 1878, Oxford University supplemented its machinery for the conduct of local examinations when a committee of the Delegates was established to initiate university local lectures. No hint is given in the statute of the importance attached to the scheme by its promoters: ‘The Delegates [of Local Examinations] shall receive proposals for the establishment of lectures and teaching in the large towns of England and Wales, and shall be authorized to appoint Lecturers and Examiners for carrying out such proposals’. Hitherto, the term ‘extension’ had been largely limited to activities broadening access to Oxford itself, either through the foundation of new colleges or halls, or the admission of non-collegiate students. In 1857, however, the first activity ‘outside the walls’ had begun when Oxford was persuaded to set up a Local Examinations Delegacy to organize external ‘middle-class’ examinations. Now, two decades later, the university was to organize extramural teaching, which became familiarly known as university extension. Oxford's provision of local examinations had been regarded by many of those involved as a first step.
Owen Chadwick
- Published in print:
- 1983
- Published Online:
- October 2011
- ISBN:
- 9780198264453
- eISBN:
- 9780191682711
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198264453.003.0001
- Subject:
- Religion, Church History
This chapter examines the childhood and early life of Hensley Henson, an Anglican priest who also served as the Bishop of Durham in England. Henson was from a religious family in London, England. ...
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This chapter examines the childhood and early life of Hensley Henson, an Anglican priest who also served as the Bishop of Durham in England. Henson was from a religious family in London, England. Though he grew up reading theological books he hated emotional sectarian religion. He entered the Broadstairs Collegiate School when he was fourteen years old and was later influenced by his headmaster to study at Oxford University. In October 1881 Henson matriculated at Oxford and entered a society remote from everything he knew.Less
This chapter examines the childhood and early life of Hensley Henson, an Anglican priest who also served as the Bishop of Durham in England. Henson was from a religious family in London, England. Though he grew up reading theological books he hated emotional sectarian religion. He entered the Broadstairs Collegiate School when he was fourteen years old and was later influenced by his headmaster to study at Oxford University. In October 1881 Henson matriculated at Oxford and entered a society remote from everything he knew.
Bruce Kuklick
- Published in print:
- 2003
- Published Online:
- November 2003
- ISBN:
- 9780199260164
- eISBN:
- 9780191597893
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199260168.003.0004
- Subject:
- Philosophy, History of Philosophy
For most of the nineteenth century, the study of theology dominated philosophy in American colleges. But collegiate philosophy did begin the process of professionalization, and had an enormous social ...
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For most of the nineteenth century, the study of theology dominated philosophy in American colleges. But collegiate philosophy did begin the process of professionalization, and had an enormous social impact in its elaboration of the moral sciences, a mixture of social science taught from an explicitly normative point of view, grounded in Christianity. The college philosophers, including Francis Bowen at Harvard, Noah Porter at Yale, and James McCosh at Princeton, also purveyed a version of Scottish Realism, which gave ground to German idealism as the century wore on.Less
For most of the nineteenth century, the study of theology dominated philosophy in American colleges. But collegiate philosophy did begin the process of professionalization, and had an enormous social impact in its elaboration of the moral sciences, a mixture of social science taught from an explicitly normative point of view, grounded in Christianity. The college philosophers, including Francis Bowen at Harvard, Noah Porter at Yale, and James McCosh at Princeton, also purveyed a version of Scottish Realism, which gave ground to German idealism as the century wore on.
Kolan Thomas Morelock
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9780813125046
- eISBN:
- 9780813135113
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813125046.003.0004
- Subject:
- History, American History: 20th Century
The victory parade that followed the 1896 oratorical contest in the streets of Lexington served as a manifestation of one of the student group's oldest traditions. Even before the war, public ...
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The victory parade that followed the 1896 oratorical contest in the streets of Lexington served as a manifestation of one of the student group's oldest traditions. Even before the war, public parading and its attributed merriment and notoriety serves as a departure point for analyzing the development of these societies, particularly in one of Lexington's most prominent collegiate institutions. Honor and status were appropriated to the participants of this type of cultural performance, and these events were viewed as “cultural performances” in antebellum America. This chapter attempts to explore the various features and the proliferation of collegiate literary societies in Lexington during the nineteenth century.Less
The victory parade that followed the 1896 oratorical contest in the streets of Lexington served as a manifestation of one of the student group's oldest traditions. Even before the war, public parading and its attributed merriment and notoriety serves as a departure point for analyzing the development of these societies, particularly in one of Lexington's most prominent collegiate institutions. Honor and status were appropriated to the participants of this type of cultural performance, and these events were viewed as “cultural performances” in antebellum America. This chapter attempts to explore the various features and the proliferation of collegiate literary societies in Lexington during the nineteenth century.
Frederick J. Streets
- Published in print:
- 2005
- Published Online:
- October 2013
- ISBN:
- 9780300100815
- eISBN:
- 9780300128178
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300100815.003.0017
- Subject:
- Religion, Religion and Society
The book concludes with a closing prayer honoring the founding spirit of Yale and its history of three centuries of educating men and women. What began in modest Branford and Old Saybrook homes as a ...
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The book concludes with a closing prayer honoring the founding spirit of Yale and its history of three centuries of educating men and women. What began in modest Branford and Old Saybrook homes as a collegiate school now stands in New Haven as a distinctive university symbolized by the great Sterling Memorial Library. It is a substantive witness to their hopes and efforts as human beings to better understand the world and one another for the common good. The prayer expresses gratitude for the fact that, within the university's four corners, women and men have found their calling, expanded their horizons, and increased their capacity to flourish in all areas of human inquiry and endeavor. Graduates of this university have contributed to the world some of the best scientific, humanistic, cultural, and artistic expressions of their generation.Less
The book concludes with a closing prayer honoring the founding spirit of Yale and its history of three centuries of educating men and women. What began in modest Branford and Old Saybrook homes as a collegiate school now stands in New Haven as a distinctive university symbolized by the great Sterling Memorial Library. It is a substantive witness to their hopes and efforts as human beings to better understand the world and one another for the common good. The prayer expresses gratitude for the fact that, within the university's four corners, women and men have found their calling, expanded their horizons, and increased their capacity to flourish in all areas of human inquiry and endeavor. Graduates of this university have contributed to the world some of the best scientific, humanistic, cultural, and artistic expressions of their generation.
Steven Conn
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781501742071
- eISBN:
- 9781501742088
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501742071.003.0003
- Subject:
- Education, History of Education
This chapter discusses how, having decided to open collegiate business schools, universities faced a first-order problem: What, exactly, constituted a university-level curriculum in business? It ...
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This chapter discusses how, having decided to open collegiate business schools, universities faced a first-order problem: What, exactly, constituted a university-level curriculum in business? It traces the debates over those questions and their implications. The problem of what students should be taught sat at the fault line that defines business schools in the first place. To what extent should students learn academic subjects, and to what extent should they learn what amount to vocational skills useful to their prospective employers? Viewed one way, the entire history of business schools can be described as a pendulum swinging back and forth between these two. Taken together, those intramural debates amounted to an attempt to define a professional field and to establish, with the authority that comes with a college degree, what businessmen needed to study and how their minds ought to be trained.Less
This chapter discusses how, having decided to open collegiate business schools, universities faced a first-order problem: What, exactly, constituted a university-level curriculum in business? It traces the debates over those questions and their implications. The problem of what students should be taught sat at the fault line that defines business schools in the first place. To what extent should students learn academic subjects, and to what extent should they learn what amount to vocational skills useful to their prospective employers? Viewed one way, the entire history of business schools can be described as a pendulum swinging back and forth between these two. Taken together, those intramural debates amounted to an attempt to define a professional field and to establish, with the authority that comes with a college degree, what businessmen needed to study and how their minds ought to be trained.
LAURA JONES
- Published in print:
- 2010
- Published Online:
- September 2011
- ISBN:
- 9780813034225
- eISBN:
- 9780813039602
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813034225.003.0014
- Subject:
- Archaeology, Historical Archaeology
Collegiate identity is strongly connected to places — student residences, libraries, athletic facilities, theaters — where students spend their time and have memorable experiences. Campus field ...
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Collegiate identity is strongly connected to places — student residences, libraries, athletic facilities, theaters — where students spend their time and have memorable experiences. Campus field experiences should build a deeper connection to the entire campus as a cultural landscape, shaped over time by the actions and intentions of a variety of stakeholders, including the students themselves. The goal is to create an experience that creates a sense of social identity and responsibility connected to the campus, of course, but also to the conservation of cultural landscapes and heritage sites everywhere. This chapter is a reflection of experiences in teaching archaeological field methods at Stanford University. It presents a new approach to the special teaching opportunity presented by field school excavations on a college campus. The approach brings together strands from recent writing on the teaching of archaeology, the revival of liberal education, and cultural geographies.Less
Collegiate identity is strongly connected to places — student residences, libraries, athletic facilities, theaters — where students spend their time and have memorable experiences. Campus field experiences should build a deeper connection to the entire campus as a cultural landscape, shaped over time by the actions and intentions of a variety of stakeholders, including the students themselves. The goal is to create an experience that creates a sense of social identity and responsibility connected to the campus, of course, but also to the conservation of cultural landscapes and heritage sites everywhere. This chapter is a reflection of experiences in teaching archaeological field methods at Stanford University. It presents a new approach to the special teaching opportunity presented by field school excavations on a college campus. The approach brings together strands from recent writing on the teaching of archaeology, the revival of liberal education, and cultural geographies.
Susan Wood
- Published in print:
- 2006
- Published Online:
- May 2011
- ISBN:
- 9780198206972
- eISBN:
- 9780191725029
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198206972.003.0020
- Subject:
- History, European Medieval History, History of Religion
By the 12th century, monasteries were the greatest lords of churches almost everywhere. To some extent, the number of churches in monastic lordship was a function of their landowning. Bishops' ...
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By the 12th century, monasteries were the greatest lords of churches almost everywhere. To some extent, the number of churches in monastic lordship was a function of their landowning. Bishops' lordship of churches could be in a constant flux of accumulation, loss, and recovery, and their proprietary dealings with churches cover almost the whole range of possibilities. They build and endow them, receive them as gifts, exchange and buy and sell them, use them sometimes for family purposes, give them for their souls' sakes, quitclaim them to their actual possessors, lease or grant them in whatever ways the time and place allow, or tap their revenues for their own expenses.Less
By the 12th century, monasteries were the greatest lords of churches almost everywhere. To some extent, the number of churches in monastic lordship was a function of their landowning. Bishops' lordship of churches could be in a constant flux of accumulation, loss, and recovery, and their proprietary dealings with churches cover almost the whole range of possibilities. They build and endow them, receive them as gifts, exchange and buy and sell them, use them sometimes for family purposes, give them for their souls' sakes, quitclaim them to their actual possessors, lease or grant them in whatever ways the time and place allow, or tap their revenues for their own expenses.
Stephanie Y. Evans
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9780813032689
- eISBN:
- 9780813039299
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813032689.003.0004
- Subject:
- History, African-American History
This chapter discusses the growth in education attainment between 1910 and 1954 and the development of a significant number of collegiate women. In the period between 1910 and 1954, the emergence of ...
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This chapter discusses the growth in education attainment between 1910 and 1954 and the development of a significant number of collegiate women. In the period between 1910 and 1954, the emergence of the Harlem Renaissance and the intensification of demands for citizenship rights had a great impact on black women's college experiences in the third wave of educational attainment. While black women were generally admitted to undergraduate schools, the slow yet increasing access to graduate schools accorded to black women drove throngs of migrants to the northern and urban areas where urban institutions like the University of Pennsylvania, University of Chicago, and Columbia University of New York were situated. This chapter also discusses the social contracts through which black women had to creatively negotiate in order to attain the most sought after education and social equity.Less
This chapter discusses the growth in education attainment between 1910 and 1954 and the development of a significant number of collegiate women. In the period between 1910 and 1954, the emergence of the Harlem Renaissance and the intensification of demands for citizenship rights had a great impact on black women's college experiences in the third wave of educational attainment. While black women were generally admitted to undergraduate schools, the slow yet increasing access to graduate schools accorded to black women drove throngs of migrants to the northern and urban areas where urban institutions like the University of Pennsylvania, University of Chicago, and Columbia University of New York were situated. This chapter also discusses the social contracts through which black women had to creatively negotiate in order to attain the most sought after education and social equity.
Stephanie Y. Evans
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9780813032689
- eISBN:
- 9780813039299
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813032689.003.0006
- Subject:
- History, African-American History
This chapter relates the six collegiate experiences discussed in the previous chapter to an institutional context of black women's collegiate experiences. Attention is focused on the existing ...
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This chapter relates the six collegiate experiences discussed in the previous chapter to an institutional context of black women's collegiate experiences. Attention is focused on the existing differences between the historically black colleges and universities and the predominantly white institutions. This chapter also highlights and emphasizes the determination of black women to excel despite several challenges and hindrances hurtled against them. This chapter takes a closer look at black women's appreciation of their educational access, their frustration with discriminatory policies, and their dedication to community uplift in their academic quests.Less
This chapter relates the six collegiate experiences discussed in the previous chapter to an institutional context of black women's collegiate experiences. Attention is focused on the existing differences between the historically black colleges and universities and the predominantly white institutions. This chapter also highlights and emphasizes the determination of black women to excel despite several challenges and hindrances hurtled against them. This chapter takes a closer look at black women's appreciation of their educational access, their frustration with discriminatory policies, and their dedication to community uplift in their academic quests.
Kolan Thomas Morelock
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9780813125046
- eISBN:
- 9780813135113
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813125046.003.0001
- Subject:
- History, American History: 20th Century
Southern intellectual life experienced a significant flourish in spite of being situated in a regional and local social environment characterized by change, violence, and disorder. The collegiate and ...
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Southern intellectual life experienced a significant flourish in spite of being situated in a regional and local social environment characterized by change, violence, and disorder. The collegiate and community life of Lexington, Kentucky—a small city in the upper South—played no small part in determining the intellectual lives of not only the undergraduates but also those that comprised the upper- and middle-class white communities. This story is examined because the region, locale, interaction between the campus and the community, and how these contribute to American intellectual history may be observed. This enables an examination of the larger context in terms of locale, as well as clarifies the need to resolve the neglect often associated with the southern intellectual history.Less
Southern intellectual life experienced a significant flourish in spite of being situated in a regional and local social environment characterized by change, violence, and disorder. The collegiate and community life of Lexington, Kentucky—a small city in the upper South—played no small part in determining the intellectual lives of not only the undergraduates but also those that comprised the upper- and middle-class white communities. This story is examined because the region, locale, interaction between the campus and the community, and how these contribute to American intellectual history may be observed. This enables an examination of the larger context in terms of locale, as well as clarifies the need to resolve the neglect often associated with the southern intellectual history.
Kolan Thomas Morelock
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9780813125046
- eISBN:
- 9780813135113
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813125046.003.0005
- Subject:
- History, American History: 20th Century
The second annual intercollegiate state oratorical competition was, like that of the previous year, anticipated and attended by several college students and well-wishers at the Lexington Opera House. ...
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The second annual intercollegiate state oratorical competition was, like that of the previous year, anticipated and attended by several college students and well-wishers at the Lexington Opera House. The Kentucky Leader, which was one of those that provided detailed coverage of the events of the competition, ended its description by illustrating how the Kentucky Chautauqua Assembly was already inviting many regional colleges to compete in an oratorical contest in June 1889. In 1887, various efforts were seen in mobilization in terms of organizing, implementing, advocating, and providing rewards to a wider scale of collegiate oratory as several different schools were invited to participate. This chapter attempts to look into collegiate literary societies as these moved towards the Gilded Age.Less
The second annual intercollegiate state oratorical competition was, like that of the previous year, anticipated and attended by several college students and well-wishers at the Lexington Opera House. The Kentucky Leader, which was one of those that provided detailed coverage of the events of the competition, ended its description by illustrating how the Kentucky Chautauqua Assembly was already inviting many regional colleges to compete in an oratorical contest in June 1889. In 1887, various efforts were seen in mobilization in terms of organizing, implementing, advocating, and providing rewards to a wider scale of collegiate oratory as several different schools were invited to participate. This chapter attempts to look into collegiate literary societies as these moved towards the Gilded Age.
Kolan Thomas Morelock
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9780813125046
- eISBN:
- 9780813135113
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813125046.003.0008
- Subject:
- History, American History: 20th Century
Margaret Preston was found to express a wide variety of cultural trends when she began to participate in theatrical arts during the years before the war broke. While these trends were found to have ...
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Margaret Preston was found to express a wide variety of cultural trends when she began to participate in theatrical arts during the years before the war broke. While these trends were found to have brought about fundamental changes to the lives of students both inside and outside the campus, it was important to note that collegiate extracurricular activities would continue to play no small part in shaping the intellectual life of the community in spite of how literary societies would no longer serve as primary actors. Oratorical culture in the nineteenth century collapsed before the Progressive Era's new culture of professionalism became widespread. This chapter provides an account of the literary society's decline during the prewar era and how dramatic clubs emerged as catalysts for intellectual development.Less
Margaret Preston was found to express a wide variety of cultural trends when she began to participate in theatrical arts during the years before the war broke. While these trends were found to have brought about fundamental changes to the lives of students both inside and outside the campus, it was important to note that collegiate extracurricular activities would continue to play no small part in shaping the intellectual life of the community in spite of how literary societies would no longer serve as primary actors. Oratorical culture in the nineteenth century collapsed before the Progressive Era's new culture of professionalism became widespread. This chapter provides an account of the literary society's decline during the prewar era and how dramatic clubs emerged as catalysts for intellectual development.
Ben Nelson
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780262037150
- eISBN:
- 9780262343695
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262037150.003.0027
- Subject:
- Education, Educational Policy and Politics
Undergraduate education is rarely viewed from a business model perspective. University budgets are notorious for intermingling costs associated with graduate and undergraduate instruction, research, ...
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Undergraduate education is rarely viewed from a business model perspective. University budgets are notorious for intermingling costs associated with graduate and undergraduate instruction, research, campus upkeep, administration, sports, and other endeavors. Tracking costs is made particularly difficult because the institution, for the sake of efficiency, wants to utilize its assets across several lines of business. For example, a lecture hall may be filled by undergraduates in the morning, graduate students in the afternoon and rented out to a student club for an event in the evening. Rather than trying to solve how to allocate those costs more effectively, Minerva is built around an operational philosophy of direct accountability. Three underlying principles allow us to succeed: First, where the market provides an efficient alternative, utilize that alternative rather than creating our own. Second, dollars paid by a constituent should not subsidize activities that are not in the service of that constituent. Third, natural incentives should be aligned only with successful delivery of the mission—incentives that encourage discriminatory behavior, reduction in quality of instruction, lowering of admission standards, or any other non-mission-aligned activity carry with them substantial inherent penalties that always outweigh any potential rewards.Less
Undergraduate education is rarely viewed from a business model perspective. University budgets are notorious for intermingling costs associated with graduate and undergraduate instruction, research, campus upkeep, administration, sports, and other endeavors. Tracking costs is made particularly difficult because the institution, for the sake of efficiency, wants to utilize its assets across several lines of business. For example, a lecture hall may be filled by undergraduates in the morning, graduate students in the afternoon and rented out to a student club for an event in the evening. Rather than trying to solve how to allocate those costs more effectively, Minerva is built around an operational philosophy of direct accountability. Three underlying principles allow us to succeed: First, where the market provides an efficient alternative, utilize that alternative rather than creating our own. Second, dollars paid by a constituent should not subsidize activities that are not in the service of that constituent. Third, natural incentives should be aligned only with successful delivery of the mission—incentives that encourage discriminatory behavior, reduction in quality of instruction, lowering of admission standards, or any other non-mission-aligned activity carry with them substantial inherent penalties that always outweigh any potential rewards.
