scholarly journals La universidad italiana después de la segunda guerra mundial: las propuestas de reconstrucción de Fuci

2019 ◽  
Vol 6 (1) ◽  
pp. 181-197
Author(s):  
Luigiaurelio Pomante
Keyword(s):  
World War Ii ◽  
World War ◽  
Student Body ◽  
University System ◽  
University Policy ◽  
Cultural Foundations ◽  
Catholic University ◽  
Rational Series ◽  
Historical Archives ◽  
The University

Drawing from the extensive resources available in press and historical archives, this work focuses on the role exerted by the Italian Catholic University Federation (FUCI) after World War II, with special reference to the decisions regarding University policy and reform of higher education issues made by the Catholic student body. FUCI arose as a completely new entity within the Italian Catholic Movement after the fall of fascism, and its political and cultural foundations were independent of the popularism of the 1920s. With respect to the past, the position of Catholic associations seemed to be reinforced and are therefore worthy of consideration. In particular the analysis centres on the trajectory and guidelines presented at the Congress of Studies promoted by FUCI on the problems of the University, entitled La situazione universitaria italiana (The Italian University Situation). This meeting took place at Salerno from 2nd to 5th September 1948, and gave the FUCI youngsters the opportunity to draw up a sensible and rational series of proposals for relaunching and reconstructing the Italian University System. 

Hendrik Draye, tegenstander van de uitvoering van de doodstraf

2006 ◽  
Vol 65 (2) ◽  
pp. 134-152
Author(s):  
Luc Vandeweyer
Keyword(s):  
Death Penalty ◽  
Second World War ◽  
World War ◽  
Penal Policy ◽  
Catholic University ◽  
The Subject ◽  
The University ◽  
Second World ◽  
Young Professor

Hendrik Draye, opponent of the carrying out of the death penaltyIn this annotated and extensively contextualised source edition, Luc Vandeweyer deals with the period of repression after the Second World War. In June 1948, after the execution of two hundred collaboration-suspects in Belgium, the relatively young linguistics professor at the Catholic University of Leuven, Hendrik Draye, proposed, on humanitarian grounds, a Manifesto against the carrying out of the death penalty. Some colleagues, as well as some influential personalities outside the university, reacted positively; some colleagues were rather hesitant; most of them rejected the text. In the end, the initiative foundered because of the emphatic dissuasion by the head of university, who wanted to protect his university and, arguably, the young professor Draeye. The general public’s demand for revenge had not yet abated by then; moreover, the unstable government at that time planned a reorientation of the penal policy, which made a polarization undesirable. Nevertheless, Luc Vandeweyer concludes, "the opportunity for an important debate on the subject had been missed".

Academia's Golden Age

1992 ◽  
Author(s):  
Richard M. Freeland
Keyword(s):  
World War Ii ◽  
General Education ◽  
Graduate Education ◽  
World War ◽  
Boston College ◽  
Boston University ◽  
Close Study ◽  
University Of Massachusetts ◽  
National Trends ◽  
The University

This book examines the evolution of American universities during the years following World War II. Emphasizing the importance of change at the campus level, the book combines a general consideration of national trends with a close study of eight diverse universities in Massachusetts. The eight are Harvard, M.I.T., Tufts, Brandeis, Boston University, Boston College, Northeastern and the University of Massachusetts. Broad analytic chapters examine major developments like expansion, the rise of graduate education and research, the professionalization of the faculty, and the decline of general education. These chapters also review criticisms of academia that arose in the late 1960s and the fate of various reform proposals during the 1970s. Additional chapters focus on the eight campuses to illustrate the forces that drove different kinds of institutions--research universities, college-centered universities, urban private universities and public universities--in responding to the circumstances of the postwar years.

scholarly journals Professor George Archibald Grant Mitchell (1906–1993): his work with penicillin during World War II

2021 ◽  
pp. 096777202110121
Author(s):  
Peter D Mohr ◽  
Stephanie Seville
Keyword(s):  
Nervous System ◽  
World War Ii ◽  
Autonomic Nervous System ◽  
Middle East ◽  
World War ◽  
Army Medical ◽  
Autonomic Nervous ◽  
Penicillin Therapy ◽  
The University ◽  
University Of Manchester

George Archibald Grant Mitchell, OBE, TD, MB, ChB, ChM, MSc, DSc, FRCS (1906–1993) was a professor of anatomy at the University of Manchester from 1946 to 1973. He is mainly remembered for his research in neuroanatomy, especially of the autonomic nervous system. He studied medicine at the Aberdeen University, and after qualifying in 1929 he held posts in surgery and anatomy and worked as a surgeon in the Highlands. In 1939, he joined the Royal Army Medical Corps. He was based in Egypt and the Middle East, where he carried out trials of sulphonamides and penicillin on wounded soldiers; in 1943, he returned to England as Adviser in Penicillin Therapy for 21 Army Group, preparing for the invasion of Europe.

“A Woman's World”: The University of California, Berkeley, During the Second World War

2008 ◽  
Vol 48 (4) ◽  
pp. 534-564 ◽  
Author(s):  
Charles Dorn
Keyword(s):  
World War Ii ◽  
Civil Rights ◽  
Civil Liberties ◽  
Female Students ◽  
Home Front ◽  
University Of California ◽  
World War ◽  
Young Women's Christian Association ◽  
Christian Fellowship ◽  
The University

The fairer sex takes over and the campus becomes a woman's world. They step in and fill the shoes of the departing men and they reveal a wealth of undiscovered ability. The fate of the A.S.U.C. [Associated Students of the University of California] and its activities rests in their hands and they assume the responsibility of their new tasks with sincerity and confidence. —Blue and Gold, University of California, Berkeley, 1943During World War II, female students at the University of California, Berkeley—then the most populous undergraduate campus in American higher education—made significant advances in collegiate life. In growing numbers, women enrolled in male-dominated academic programs, including mathematics, chemistry, and engineering, as they prepared for home-front employment in fields traditionally closed to them. Women also effectively opposed gendered restrictions on extracurricular participation, filling for the first time such influential campus leadership positions as the presidency of Berkeley's student government and editorship of the university's student newspaper. Female students at Berkeley also furthered activist causes during the war years, with the University Young Women's Christian Association (YWCA) serving as one of the most popular outlets for their political engagement. Historically rooted in a mission of Christian fellowship, by the 1940s the University YWCA held progressive positions on many of the nation's central social, political, and economic issues. Throughout the war years, women dedicated to promoting civil liberties, racial equality, and international understanding led the organization in its response to two of the most egregious civil rights violations in U.S. history: racial segregation and Japanese internment.

scholarly journals Introduction: Physics, Technology, and Technics during the Interwar Period

2018 ◽  
Vol 31 (3) ◽  
pp. 251-261
Author(s):  
Shaul Katzir
Keyword(s):  
World War Ii ◽  
Cold War ◽  
Interwar Period ◽  
Scientific Inquiry ◽  
Government Funding ◽  
World War ◽  
The Core ◽  
Historical Processes ◽  
The University ◽  
University Industry

Historians, philosophers, and physicists portray the 1920s and 1930s as a period of major theoretical breakthrough in physics, quantum mechanics, which led to the expansion of physics into the core of the atom and the growth and strengthening of the discipline. These important developments in scientific inquiry into the micro-world and light have turned historical attention away from other significant historical processes and from other equally important causes for the expansion of physics. World War II, on the other hand, is often seen as the watershed moment when physics achieved new levels of social and technical engagement at a truly industrial scale. Historians have shown that military interests and government funding have shaped physics to unprecedented degree, and according to some, to the extent of discontinuity with earlier practices of research (Forman 1987; Kevles 1990; Kaiser 2002). In this vein, Stuart Leslie wrote, “Nothing in the prewar experience fully prepared academic scientists and their institutions for the scale and scope of a wartime mobilization that would transform the university, industry, and the federal government and their mutual interrelationships” (Leslie 1993, 6). While one can never befullyready for novelties, the contributors to this issue show that developments in interwar physics did prepare participants for their cold war interactions with industry and government.

Raising Intelligence Levels of the Mentally Retarded: An Overlooked Educo-Legal Implication

1975 ◽  
Vol 157 (1) ◽  
pp. 43-53 ◽  
Author(s):  
John M. Throne
Keyword(s):  
World War Ii ◽  
Public Schools ◽  
Child Welfare ◽  
Mentally Retarded ◽  
Public Schooling ◽  
World War ◽  
University Of Iowa ◽  
The Public ◽  
The University ◽  
Legal Implication

Studies by investigators at the University of Iowa Child Welfare Station before World War II demonstrated that the intelligence levels of the mentally retarded could be raised, often up to and beyond normalcy (IQ 100). Yet, the implications were never seriously followed up on anything approaching a broad-gauged scale. The juridical climate now supports the position that, because the evidence is that all the retarded can learn under proper conditions, they are all entitled to public schooling. It is suggested that the public schools may soon be confronted with an even more far-reaching educo-legal thrust based on the kind of evidence first reported by the Iowa investigators; that is, the public schools have a responsibility not only to educate or train the retarded to achieve their retarded potentialities, but to increase those potentialities, i.e., raise their intelligence levels.

scholarly journals Zagorka Micic: On the occasion of her 100th anniversary

2003 ◽  
Vol 46 (1-4) ◽  
pp. 17-26 ◽  
Author(s):  
Radmila Sajkovic
Keyword(s):  
World War Ii ◽  
Edmund Husserl ◽  
100Th Anniversary ◽  
History Of Philosophy ◽  
World War ◽  
The World ◽  
History Of ◽  
The University

In this text the author reviews the life and work of Zagorka Micic, famous Serbian woman-philosopher, in honour of the 100th anniversary of her birth. She was one of the first students of Edmund Husserl, and her Ph. D. thesis was among the earliest ones in phaenomenology, which was waking in that time. Her cooperation with Husserl has continued for a decade. After the World War II Zagorka Micic worked as a professor of logic and history of philosophy at the University of Skoplje (now FYRM). Stressing her individual qualities, the paper is full of personal memories and reminiscences of mutual encounters.

scholarly journals Maks Samec and his adapting to academic standards after World War II

2018 ◽  
Vol 58 (3) ◽  
Author(s):  
Željko Oset
Keyword(s):  
World War Ii ◽  
Research Policy ◽  
Academic Career ◽  
Academic Standards ◽  
World War ◽  
Administrative Reforms ◽  
The 1950S ◽  
The University ◽  
Academy Of Sciences ◽  
Second Chance

The paper at hand deals with the academic career of Maks Samec (1881-1964) after World War II. Samec lost his habilitation upon the »purge« at the University of Ljubljana in August of 1945, but was offered a second chance as an irreplaceable scientist – he became the founder of the newly established Institute of Chemistry at the Slovenian Academy of Sciences and Arts (SASA). He has earned numerous recognitions and state decorations for his work. At the institute, he strived to apply his academic standards, but was not entirely successful, which was also a consequence of administrative reforms and changes to research policy in the 1950s.

Historycy wojskowości – uczniowie Stanisława Herbsta

2019 ◽  
Vol 20 (4) ◽  
pp. 108-155
Author(s):  
Michał Kozłowski
Keyword(s):  
World War Ii ◽  
Military History ◽  
World War ◽  
Broad Base ◽  
History Department ◽  
The University ◽  
The Military

This article is devoted to Stanisław Herbst’s (1907–1973) seminar at the Institute of History at the University of Warsaw, which after World War II was one of the most popular historical seminars. Stanisław Herbst also conducted master and doctoral seminars at the Military Political Academy, thus creating a broad base for the reception of his views. Military historians constituted a large part of Herbst’s students. The discontinuation of the Herbst school was determined by structural issues discussed in this text, the most important of which was the lack of a military history department at the Institute of History at the University of Warsaw.

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