Composition, 1900-2000

PMLA ◽  
2000 ◽  
Vol 115 (7) ◽  
pp. 1950-1954
Author(s):  
David Bartholomae
Keyword(s):  
Literary Criticism ◽  
The United States ◽  
University Education ◽  
Composition Courses ◽  
English Composition ◽  
American University ◽  
The Public ◽  
English Departments ◽  
The North ◽  
The University

By 1900, composition as a university subject was already a century old. Writing instruction and the writing of regular “themes” were part of the university curriculum in the United States throughout the nineteenth century, with goals and methods perhaps best represented in Blair's Lectures on Rhetoric and Belles Lettres (1783), Newman's A Practical System of Rhetoric (1827), Parker's Aids to English Composition (1844), Boyd's Elements of Rhetoric and Literary Criticism (1844), and Quackenbos's Advanced Course of Rhetoric and English Composition (1855). Composition courses, usually required, are among the most distinguishing features of the North American version of university education. They represent a distinctively democratic ideal, that writing belongs to everyone, and a contract between the institution and the public—a bargain that, over time, made English departments large and central to the American university and to the American idea of an undergraduate education.

The Debate Over Multiple Glaciation in the United States: T.C. Chamberlin and G.F. Wright, 1889-1894

1983 ◽  
Vol 2 (2) ◽  
pp. 122-129
Author(s):  
Susan Schultz
Keyword(s):  
United States ◽  
Long Island ◽  
Ice Sheet ◽  
The United States ◽  
Glacial Period ◽  
Single Event ◽  
Terminal Moraine ◽  
The Public ◽  
The North ◽  
The University

In 1893 James D. Dana remarked that the concept of multiple glaciation had been advanced by midwestern geologists, while geologists who had done most of their fieldwork in the Northeast advocated a unified glacial period. Midwestern geologists interpreted the lobate terminal moraine ranging across much of the United States from Long Island to the Rockies as the boundary of the most recent ice sheet, and more southerly extramorainal drift as evidence of at least one earlier ice incursion, separated in time by a substantial, warmer interglacial interval or intervals, from the ice sheet that had deposited the terminal moraine. Geologists working east of Ohio, where the discrepancy between the terminal moraine and the extramorainal drift was less marked, tended to see the advance and retreat of the ice sheet as a single event, with minor oscillation and pauses of the ice front. The chief disputants in this debate were T. C. Chamberlin, professor of geology at the University of Chicago and head of the USGS Pleistocene Division, and G. Frederick Wright, former field geologist with the USGS and professor of theology at Oberlin College, but other prominent American geologists including Dana, W J McGee, R. D. Salisbury, Warren Upham, and Frank Leverett also took part. The debate was greatly enlivened by underlying motives much more complex than the midwestern versus northeastern division suggested by Dana. Among these less objective factors were personal animosities, Chamberlin's patronal attitude toward science and its presentation to the public, Wright's introduction of man into the North American Pleistocene, and resentment of a perceived arrogance on the part of government science.

scholarly journals EXPERIENCES OF UNIVERSITY EDUCATION IN VIRTUALITY IN THE PUBLIC AND PRIVATE CONTEXT IN COLOMBIA

2020 ◽  
Vol 23 ◽  
pp. 1-4
Author(s):  
Campo Elías Flórez Pabón ◽  
Jenny Patricia Acevedo-Rincón
Keyword(s):  
Higher Education ◽  
Private Universities ◽  
University Education ◽  
Public And Private ◽  
Health Crisis ◽  
National Education ◽  
The Public ◽  
The North ◽  
Digital Gap ◽  
The University

Colombian basic, middle and higher education is governed by the Colombian Ministry of National Education (MEN). Higher Education Institutions are entities that have official recognition to be providers of the public service of higher education in the Colombian territory, whose legal nature is characterized by being of a public or private character. The former have general guardianship control as a public establishment and the latter enjoy constitutional and legal prerogatives that, even from the same jurisprudence, have had significant development in terms of scope, to the point of pointing out that these are organizations that belong to none of the branches of public power or private universities (2020). The current health crisis reveals the digital gap that was immersed in the Colombian educational system. According to the Ministry of Science and Technology -MINTIC, the digital gap is recognized as the socioeconomic difference between those communities that have access to ICTs and those that do not, in addition to the differences between groups according to their ability to use ICTs effectively, due to the different levels of literacy and technological capacity (MINTIC, 2019). Furthermore, this context implies that the digital gap is not closed in Colombia, as evidenced by the report on the digital gap monitoring project presented by MINTIC, but that until now the data on the digital divide is being configured to take action, idea that would be developed in this annuity. Despite this reality, the decision made worldwide was to continue with online classes regardless of the socioeconomic reality of the inhabitants in any region, and Colombia was no exception. Next, two experiences are described, developed in Colombian public and private universities, which are constituted in virtual training actions that incorporate methodological innovations in the development of classrooms in the human and exact sciences. From this reality, the experiences of the University of Pamplona and the University of the North in public and private virtuality are presented, respectively.

Outlaws and Misfits: The Identities of Modernist Criticism

2019 ◽  
Vol 14 (3) ◽  
pp. 337-356
Author(s):  
Ben Knights
Keyword(s):  
Literary Criticism ◽  
Close Reading ◽  
Industrial Capitalism ◽  
Emotional Maturity ◽  
English Departments ◽  
Emotional Autonomy ◽  
And Gender ◽  
Implicit Identity ◽  
The University ◽  
Cultural Positioning

The images of the writer as exile and outlaw were central to modernism's cultural positioning. As the Scrutiny circle's ‘literary criticism’ became the dominant way of reading in the University English departments and then in the grammar-schools, it took over these outsider images as models for the apprentice-critic. English pedagogy offered students not only an approach to texts, but an implicit identity and affective stance, which combined alert resistance to the pervasive effects of mechanised society with a rhetoric of emotional ‘maturity’, belied by a chilly judgementalism and gender anxiety. In exchanges over the close reading of intransigent, difficult texts, criticism's seminars sought a stimulus to develop the emotional autonomy of its participants against the ‘stock response’ promulgated by industrial capitalism. But refusal to reflect on its own method meant such pedagogy remained unconscious of the imitative pressures that its own reading was placing on its participants.

XLI. Observations upon some Celtic Remains, lately discovered by the Public Road leading from London to Cambridge, near to the Village of Sawston, distant seven miles from the University, by Edward Daniel Clarke, LL.D. Professor of Mineralogy in the University of Cambridge. Communicated by the Rev. Thomas Kerrich, M.A. F.S.A.

Archaeologia ◽  
1817 ◽  
Vol 18 ◽  
pp. 340-343
Author(s):  
Edward Daniel Clarke
Keyword(s):  
Great Britain ◽  
Asia Minor ◽  
Ancient History ◽  
The Public ◽  
The North ◽  
Public Road ◽  
University Of Cambridge ◽  
The University ◽  
The Village ◽  
The Temple

It is not attaching too high a degree of importance to the study of Celtic antiquities, to maintain, that, owing to the attention now paid to it in this country, a light begins to break in upon that part of ancient history, which, beyond every other, seemed to present a forlorn investigation. All that relates to the aboriginal inhabitants of the north of Europe, would be involved in darkness but for the enquiries now instituted respecting Celtic sepulchres. From the information already received, concerning these sepulchres, it may be assumed, as a fact almost capable of actual demonstration, that the mounds, or barrows, common to all Great Britain, and to the neighbouring continent, together with all the tumuli fabled by Grecian and by Roman historians as the tombs of Giants, are so many several vestiges of that mighty family of Titan-Celts who gradually possessed all the eastern shores of the Mediterranean, and who extended their colonies over all the countries where Cyclopéan structures may be recognized; whether in the walls of Crotona, or the temple at Stonehénge; in the Cromlechs of Wales, or the trilithal monuments of Cimbrica Chersonesus; in Greece, or in Asia-Minor; in Syria, or in Egypt. It is with respect to Egypt alone, that an exception might perhaps be required; but history, while it deduces the origin of the worship of Minerva, at Sais, from the Phrygians, also relates of this people, that they were the oldest of mankind. The Cyclopéan architecture of Egypt may therefore be referred originally to the same source; but, as in making the following Observations brevity must be a principal object, it will be necessary to divest them of every thing that may seem like a Dissertation; and confine the statement, here offered, to the simple narrative of those facts, which have led to its introduction.

Balance Problems: Neoliberalism and New Music in the American University and Ensemble

2018 ◽  
Vol 71 (3) ◽  
pp. 749-793 ◽  
Author(s):  
William Robin
Keyword(s):  
Contemporary Music ◽  
Historical Analysis ◽  
The United States ◽  
New Music ◽  
First Century ◽  
American University ◽  
Duke University ◽  
Contemporary Status ◽  
The University ◽  
The Impact

Between 2013 and 2015, the ensemble yMusic collaborated with graduate student composers in a residency at Duke University. This article positions the residency as a result of the transformation of the university and the new-music ensemble from a technocratic Cold War paradigm to their contemporary status under the market- and branding-oriented logics of neoliberalism. The works written for yMusic by the Duke composers were deeply informed by the ensemble's musical brand, including its idiosyncratic instrumentation, preexisting repertory, collaborative ethos, and relationship to popular music. In accounting for the impact of these institutional developments on the production of musical works, this article argues that the economic and ideological practices of neoliberalism have discernible aesthetic consequences for American new music. Given the key role of the ensemble and the university in the contemporary music landscape, the issues raised by my ethnographic and historical analysis have significant implications for new music in the twenty-first century, and for the way composers work in the United States and beyond.

scholarly journals International WomenÕs Day

1970 ◽  
pp. 8-9
Author(s):  
Lebanese American University
Keyword(s):  
United States ◽  
Women's Studies ◽  
United States Of America ◽  
Arab World ◽  
The United States ◽  
Public Affairs ◽  
Women's Issues ◽  
American University ◽  
The Public ◽  
Lebanese American University

On March 7, 2002 the Institute for Women’s Studies in the Arab World, Lebanese American University along with the Public Affairs Section, Embassy of the United States of America hosted Dr. Miriam Cooke renowned writer and scholar. In her talk, Cooke shared with the audience her experience in writing on controversialsubjects pertaining to women’s issues.

The Changing Mission and Nature of Partnerships in Public Universities

2013 ◽  
pp. 726-741 ◽  
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
Higher Education ◽  
Public Education ◽  
The United States ◽  
Public University ◽  
Public Higher Education ◽  
The Public ◽  
Academic Mission ◽  
New Business ◽  
K 12 ◽  
The University

Reasons for public education are many; however, to crystalize and synthesize this, quite simply, public education is for the public good. The goal, or mission, of public education is to offer truth and enlightenment for students, including adult learners. Public education in the United States has undergone many changes over the course of the last 200 years, and now public education is under scrutiny and is facing a continual lack of funding from the states. It is due to these issues that public higher education is encouraging participatory corporate partnerships, or neo-partnerships, that will fund the university, but may expect a return on investment for private shareholders, or an expectation that curriculum will be contrived and controlled by the neo-partnerships. A theoretical framework of an academic mission and a business mission is explained, the impact of privatization within the K-12 model on public higher education, the comparison of traditional and neo-partnerships, the shift in public higher education towards privatization, a discussion of university boards, and the business model as the new frame for a public university. A public university will inevitably have to choose between a traditional academic mission that has served the nation for quite some time and the new business mission, which may have negative implications for students, academic freedom, tenure, and faculty-developed curriculum.

Religion and the Modern American University, 1910-1928

1998 ◽  
Author(s):  
P. C. Kemeny
Keyword(s):  
Twentieth Century ◽  
Graduate Training ◽  
Modern Science ◽  
Spiritual Values ◽  
National Interests ◽  
American University ◽  
The Public ◽  
American Society ◽  
Mainline Protestantism ◽  
The University

Princeton, read a trustees’ report in January 1927, “has always recognized a dual obligation to its undergraduates.” One side of this commitment involved providing “a curriculum which will meet the needs of a modern university” and the other involved creating within students “those spiritual values which make for the building of character.” Wilson had reshaped Princeton into a modern university and had left as his legacy an unyielding commitment to serving national interests. Undergraduate education, graduate training, and a variety of impressive specialized research programs enabled the university to help meet the nation’s need for liberal, civic-minded leaders and the demand for science and practical technology. Wilson and his successors in early-twentieth-century Princeton continued to insist, like their nineteenth-century predecessors, that Protestantism was indispensable to the public good and that civic institutions, such as Princeton, served public interests when they sought to inculcate students with a nonsectarian Protestant faith. In this way, the university, they believed, helped mainline Protestantism play a unifying and integrative role in a nation of increasing cultural and religious diversity. By doing so, they reasoned, Princeton, like other private colleges and universities, would maintain its historic religious mission to advance the Christian character of American society. During the presidency of Wilson’s successor, John G. Hibben, controversies challenged the new configuration of Princeton’s Protestant and civic missions. These controversies, however, helped to strengthen the new ways in which the university attempted to fulfill its religious mission in the twentieth century. In liberal Protestantism, the university found a religion that was compatible with modern science and the public mission of the university. Those traditional evangelical convictions and practices that had survived Wilson’s presidency were disestablished during Hibben’s tenure. Fundamentalists’ criticisms of the university hastened this process in two ways. Sometimes fundamentalist attacks upon the university convinced the administration to adopt policies that guaranteed the displacement of traditional evangelical convictions and practices. This was the case, for example, when fundamentalists’ condemnations of the theological liberalism of the university’s Bible professor accelerated the administration’s approval of a policy of academic freedom.

Latin Manuscript Pontificals and Benedictionals in England and Wales

Traditio ◽  
1973 ◽  
Vol 29 ◽  
pp. 391-458 ◽  
Author(s):  
J. Brückmann
Keyword(s):  
United States ◽  
Public Libraries ◽  
The United States ◽  
Full Description ◽  
University Of Kansas ◽  
The Public ◽  
The World ◽  
Complete Catalogue ◽  
Manuscript Collections ◽  
The University

The importance of the manuscript pontificals for the study of the medieval evolution of the Latin liturgy needs no reaffirmation here. The state of the published descriptions and classifications of these manuscripts, however, is not commensurate in all cases with what their importance would lead one to expect.Ehrensberger has provided a full description of the manuscript pontificasl preserved in the Vatican Library; although this is no longer recent, it is invaluable in the absence of a complete catalogue of the Vatican manuscripts. The monumental work of Leroquais describes in detail the manuscript pontificals extant in the public libraries in France; as most of the pontificals in France appear to be in public libraries, this work is fairly comprehensive in its coverage. Dom Anselm Strittmatter has listed and classified the liturgical manuscripts preserved in the United States. For pontificals in other countries, however, there exist no such reference works. Professor Richard Kay of the University of Kansas is currently compiling a handlist in which all the manuscript pontificals extant throughout the world will be cited and briefly identified, but not fully described. Until this appears, anyone working on pontificals or on ordines normally included in pontificals will quite likely have to work systematically through innumerable catalogues of manuscript collections to cover every library, city by city, for a frequently minimal return.

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