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Journal articles on the topic 'Catholic University of Zimbabwe'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Mudyiwa, Mischeck. "SUPER ROMA AS A NEW RELIGIOUS MOVEMENT IN ZIMBABWE." Oral History Journal of South Africa 3, no. 2 (October 11, 2016): 1–20. http://dx.doi.org/10.25159/2309-5792/17.

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Ever Â sinceÂ the Â publication Â of Â Shako's Â (2006) Â pioneering Â study Â on Â Super Roma, Â the movement has become a subject of serious sustained research at the University of Zimbabwe. This present article explores and examines the impact of Super Roma theology on traditional Christian theology and practice. It specifically investigates the extent to which Super Roma theology contradicts, corrects or clarifies traditional Christian theology and practice. The main argument developed in this article is that, whilst it may be true that Super Roma theology may have something new to offer theologians, it presents a number of areas of potential clash with traditional mainstream Christianity- particularly in its interpretation of concepts such as creation, original sin, reincarnation and exorcism, among others. The article also argues that as a movement that is backed by some Roman Catholic priests and nuns, the factors favouring the expansion of Super Roma are more significant than the factors that threaten its existence.

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2

Linden, Ian. "Nicholas M. Creary, Domesticating a Religious Import : The Jesuits and the Inculturation of the Catholic Church in Zimbabwe, 1879-1980, 2nd edition. New York: Fordham University Press, 2011, xv + 339 pp., ISBN 9780823233342." Social Sciences and Missions 25, no. 1-2 (2012): 193–94. http://dx.doi.org/10.1163/187489412x628091.

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3

PETERSON, DEREK R. "THE INSTITUTION OF INCULTURATION - Domesticating a Religious Import: The Jesuits and the Inculturation of the Catholic Church in Zimbabwe, 1879–1980. By Nicholas M. Creary. New York: Fordham University Press, 2011. Pp. xv+339. $45, hardback (ISBN 978-0-8232-3334-3)." Journal of African History 53, no. 2 (July 2012): 263–65. http://dx.doi.org/10.1017/s002185371200028x.

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4

Cherry, Michael. "University of Zimbabwe tumult." Nature 352, no. 6338 (August 1991): 749. http://dx.doi.org/10.1038/352749b0.

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5

Frederickson, D. E., E. S. Monyo, S. B. King, G. N. Odvody, and L. E. Claflin. "Department of Biological Sciences, University of Zimbabwe, Harare, Zimbabwe." Journal of Phytopathology 147, no. 11-12 (December 1999): 701–6. http://dx.doi.org/10.1046/j.1439-0434.1999.00446.x.

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6

Lothian, Judith. "The Catholic University Today." Chesterton Review 44, no. 3 (2018): 627–28. http://dx.doi.org/10.5840/chesterton2018443/4108.

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7

Creary, Nicholas M. "African Inculturation of the Catholic Church in Zimbabwe, 1958–1977." Historian 61, no. 4 (June 1, 1999): 765–82. http://dx.doi.org/10.1111/j.1540-6563.1999.tb01044.x.

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8

CHEATER, ANGELA P. "THE UNIVERSITY OF ZIMBABWE: UNIVERSITY, NATIONAL UNIVERSITY, STATE UNIVERSITY, OR PARTY UNIVERSITY?" African Affairs 90, no. 359 (April 1991): 189–205. http://dx.doi.org/10.1093/oxfordjournals.afraf.a098410.

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9

Maguire, Daniel C. "Can a University Be Catholic?" Academe 74, no. 1 (1988): 12. http://dx.doi.org/10.2307/40250046.

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10

Liddy, Richard M. "Lonergan and the Catholic University." Method 7, no. 2 (1989): 116–31. http://dx.doi.org/10.5840/method1989722.

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11

Connelly, R. J. "Hope and the Catholic University." Horizons 24, no. 1 (1997): 89–99. http://dx.doi.org/10.1017/s0360966900016753.

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AbstractFaith and love receive most of the attention in discussions about what makes the Catholic university unique. A theme of hope in a recent pastoral letter by Joseph Cardinal Bernardin on the Catholic health care ministry, if applied to education, may provide another perspective on what makes, or could make, the Catholic university distinctive. This article first summarizes Bernardin's thinking about hope in the context of Catholic health care. Second, reference is made to what seems unique about hope in the Catholic tradition, and what hope can mean for Catholics today. The next section applies this understanding of hope to what we mean by a Catholic university, with the focus on undergraduate education. The last section begins to explore some practical implications of affirming hope as part of what makes a Catholic university distinctive.

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12

Pongor, Laszlo. "Stephaneum, Pazmany Peter Catholic University." Structural Engineering International 16, no. 1 (February 2006): 6–8. http://dx.doi.org/10.2749/101686606777962639.

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13

Majoni, C. "Challenges Facing University Education in Zimbabwe." Greener Journal of Education and Training Studies 2, no. 1 (March 20, 2014): 020–24. http://dx.doi.org/10.15580/gjets.2014.1.021714111.

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14

Sibanda, Nkululeko. "University on “Log-Down” in Zimbabwe." Critical Arts 33, no. 3 (May 4, 2019): 96–99. http://dx.doi.org/10.1080/02560046.2020.1715451.

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15

Madrigal, Dennis, and Enrique Oracion. "Rethinking Catholic Education: Experiences of Teachers of a Catholic University." Recoletos Multidisciplinary Research Journal 6, no. 1 (June 30, 2018): 13–26. http://dx.doi.org/10.32871/rmrj1806.01.02.

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16

Janssen, Jacques, Marinusm van Uden, Cor van Halen, and Maerten Prins. "Cultural Diversity in a Catholic University." International Journal of Education and Religion 4, no. 2 (2003): 168–85. http://dx.doi.org/10.1163/157006203322848586.

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17

Abel, OSB, Sr Rebecca. "Online Library at Catholic Distance University." Theological Librarianship 13, no. 2 (October 22, 2020): 6–7. http://dx.doi.org/10.31046/tl.v13i2.1931.

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18

LASH, Nicholas. "Wisdom, Understanding and the Catholic University." Louvain Studies 33, no. 3 (December 31, 2008): 287–303. http://dx.doi.org/10.2143/ls.33.3.2045802.

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19

KER, Ian. "The Idea of a Catholic University." Louvain Studies 21, no. 3 (November 1, 1996): 203–15. http://dx.doi.org/10.2143/ls.21.3.542226.

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20

McGrattan, Dominic. "The Idea of the Catholic University." Heythrop Journal 59, no. 5 (September 24, 2013): 848–56. http://dx.doi.org/10.1111/heyj.12077.

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21

Roche, Mark W. "The Idea of a Catholic University." Journal of Higher Education 75, no. 2 (March 2004): 234–37. http://dx.doi.org/10.1080/00221546.2004.11778905.

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22

Murairwa, Stanley. "A Sustainable Zimbabwe University - Industry Collaboration Framework." International Journal of Research and Innovation in Social Science 05, no. 06 (2021): 160–68. http://dx.doi.org/10.47772/ijriss.2021.5607.

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23

Danis, Kaitlin, Ashley Hogan, and Kirsten Smith. "Texas Tech University Students Take On Zimbabwe." Reptiles & Amphibians 23, no. 1 (April 1, 2016): 51–61. http://dx.doi.org/10.17161/randa.v23i1.14100.

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24

Risiro, Joshua. "Traditional or Conveyor belt marking: Exploring the way forward at Great Zimbabwe University, Zimbabwe." Greener Journal of Educational Research 4, no. 4 (July 20, 2014): 099–106. http://dx.doi.org/10.15580/gjer.2014.4.0523014243.

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25

Risiro, Joshua. "Traditional or Conveyor belt marking: Exploring the way forward at Great Zimbabwe University, Zimbabwe." Greener Journal of Education and Training Studies 3, no. 1 (March 20, 2015): 024–31. http://dx.doi.org/10.15580/gjets.2015.1.0523014243.

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26

Mugwe, Edwin, and Robert Leżohupski. "Tangaza University College in Transition to Becoming a ‘Catholic’ University." Roczniki Teologiczne 63, no. 10 (2016): 217–35. http://dx.doi.org/10.18290/rt.2016.63.10-19.

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27

Curran, R. Emmett, and David R. Contosta. "Villanova University, 1842-1992: American-Catholic-Augustinian." Journal of American History 83, no. 2 (September 1996): 622. http://dx.doi.org/10.2307/2944998.

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28

Mahoney, Kathleen, and David R. Contosta. "Villanova University, 1842-1992: American, Catholic, Augustinian." History of Education Quarterly 36, no. 4 (1996): 539. http://dx.doi.org/10.2307/369806.

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29

Niemeyer, Gerhart. "The New Need for the Catholic University." Logos: A Journal of Catholic Thought and Culture 10, no. 2 (2007): 143–56. http://dx.doi.org/10.1353/log.2007.0016.

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30

Neimeyer, Gerhart. "The New Need for the Catholic University." Chesterton Review 37, no. 1 (2011): 214–25. http://dx.doi.org/10.5840/chesterton2011371/235.

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31

Roche, Mark W. "The Idea of a Catholic University (review)." Journal of Higher Education 75, no. 2 (2004): 234–37. http://dx.doi.org/10.1353/jhe.2004.0005.

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32

Rossi, Gian Franco, Gabriella Colicchio, Concezio Di Rocco, Giulio Maira, Mario Meglio, and Massimo Scerrati. "Neurosurgery at the Catholic University in Rome." Neurosurgery 50, no. 6 (June 1, 2002): 1342–51. http://dx.doi.org/10.1097/00006123-200206000-00027.

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33

Sánchez-Tabernero, Alfonso, and José M. Torralba. "The University of Navarra’s Catholic-inspired education." International Studies in Catholic Education 10, no. 1 (January 2, 2018): 15–29. http://dx.doi.org/10.1080/19422539.2018.1418943.

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34

Rossi, Gian Franco, Gabriella Colicchio, Concezio Di Rocco, Giulio Maira, Mario Meglio, and Massimo Scerrati. "Neurosurgery at the Catholic University in Rome." Neurosurgery 50, no. 6 (June 2002): 1342–51. http://dx.doi.org/10.1227/00006123-200206000-00027.

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35

Piachaud, M. J. "A week in Zimbabwe." Psychiatric Bulletin 16, no. 3 (March 1992): 164–66. http://dx.doi.org/10.1192/pb.16.3.164.

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36

Wedow, Robbee, Landon Schnabel, Lindsey K. D. Wedow, and Mary Ellen Konieczny. "“I’m Gay and I’m Catholic”: Negotiating Two Complex Identities at a Catholic University." Sociology of Religion 78, no. 3 (2017): 289–317. http://dx.doi.org/10.1093/socrel/srx028.

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37

Oracion, Enrique, and Dennis Madrigal. "Catholic Identity and Spiritual Well-Being of Students in a Philippine Catholic University." Recoletos Multidisciplinary Research Journal 7, no. 2 (December 31, 2019): 47–60. http://dx.doi.org/10.32871/rmrj1907.02.04.

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38

Mutanana, Ngonidzashe. "Open and Distance Learning in Rural Communities of Zimbabwe: Exploring Challenges Faced by Zimbabwe Open University Students in Kadoma District, Zimbabwe." Asian Journal of Humanity, Art and Literature 6, no. 1 (June 30, 2019): 49–58. http://dx.doi.org/10.18034/ajhal.v6i1.349.

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This study sought to explore challenges faced by Open and Distance Learning (ODL) students in rural communities using Kadoma District as a case study. The specific objectives of this study were to (i) identify challenges faced by ODL students in rural communities in achieving their educational goals and (ii) establish effects of these challenges in accomplishing/finalizing their programmes. The research employed a mixed research approach to triangulate the results. The study used a case study research design to solicit information. The target population was undergraduate students who were currently pursuing the following programmes; Commerce, Education, Applied Sciences, and Agriculture. A sample of 30 postgraduate students and five key informants were used to collect data. The sampling techniques employed were convenience and purposive samplings respectively. Findings revealed that students in rural communities are facing some challenges during their academic career. These challenges include inadequate access to tutor support and physical resources, inflexible practices and access to ICT, poor or no electricity to operate ICT appliances, financial, cultural, community and employment responsibilities. These challenges have some effects which include but not limited to late submission of assignments, poor quality results and university dropouts. Basing on these conclusions, the study recommends the university to recruit more tutors who should be available for students at district offices. The university should ensure technological development at the district centers, and within the student’s locations. The study also recommends the university to provide students in the rural communities with study skills, time management skills, as well as guidance and counseling required to manage their studies. The study finally recommends further studies on strategies to encounter challenges faced by ODL students in rural communities.

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39

Charles, Henry J. "Roman Catholics at Non-Catholic, University-Related Divinity Schools and Theologates." Horizons 20, no. 2 (1993): 311–23. http://dx.doi.org/10.1017/s0360966900027468.

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AbstractAn important dimension of the changing character of Roman Catholic theological education is the growing numbers of Catholic lay women and men in all degree programs at non-Catholic, university related divinity schools, theologates, and departments of religious studies. This year-long study focused on Roman Catholic students and graduates of five schools across the country, in a first attempt to analyze the phenomenon and to suggest implications of the trend both for “ecumenical” theological education and for ministry in the Roman Catholic Church.

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40

Mlambo, Alois S. "Postcolonial higher education in Zimbabwe: The University of Zimbabwe as a case study 1980–2004." Kleio 37, no. 1 (January 2005): 107–30. http://dx.doi.org/10.1080/00232080585380061a.

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41

Hatchard, John. "Delay and the Death Sentence: The Zimbabwean Approach." Journal of African Law 37, no. 2 (1993): 185–92. http://dx.doi.org/10.1017/s0021855300011244.

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In March 1993 it was reported in a national newspaper in Zimbabwe that four men convicted of murder and under sentence of death were to be executed shortly. They were all sentenced between 1987 and 1988 although in all but one case their appeals were not heard and dismissed by the Supreme Court until 1991. The Catholic Commission for Justice and Peace (CCJP) obtained a provisional order from the Supreme Court interdicting the respondents from carrying out the sentences, pending a decision as to whether to (i) declare that the delay in carrying out the sentences of death constituted a contravention of section 15(1) of the Constitution of Zimbabwe; and (ii) order that such sentences be permanently stayed. Section 15(1) provides that:

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42

Kusekwa, Lovemore, and Aston Mushowani. "The open access landscape in Zimbabwe: the case of university libraries in ZULC." Library Hi Tech 32, no. 1 (March 11, 2014): 69–82. http://dx.doi.org/10.1108/lht-07-2013-0083.

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Purpose – The paper aims to focus on the current state of open access (OA) initiatives in Zimbabwean universities. The paper specifically reports the initiatives at Zimbabwean universities regarding institutional repositories that promote OA and other digital OA collections. Design/methodology/approach – A qualitative research methodology was adopted. Questionnaires were used as the primary data collection method for this research. The research sought to address the following specific areas: the state of institutional repositories and open access in Zimbabwe, the discoverability of content, open access policies and mandates, the benefits of open access in Zimbabwe, and future plans for institutional OA. A total of eight out of 12 universities responded to the questionnaire. The data provided by the universities involved in the research were summarised to give a general picture of the open access landscape in Zimbabwe. Findings – The current initiatives in the universities involved in this survey indicate that most universities in Zimbabwe are going to have institutional repositories that promote open access to information. Most institutions in Zimbabwe are already working on putting open access policies in place in a bid to promote open access. Originality/value – The research will shed more light on the status quo of open access initiatives in Zimbabwe, particularly with regards to institutional repositories, open access policies and open access mandates.

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43

Connolly, John R. "Theology in a Catholic University: Newman's Significance for Today." Horizons 29, no. 2 (2002): 260–76. http://dx.doi.org/10.1017/s0360966900010136.

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The article presents an analysis of Newman's understanding of theology and its role in the Catholic University of Ireland. In explaining Newman's understanding of university theology, the article focuses on two elements of Newman's thought. The first is Newman's understanding of theology as a form of liberal knowledge. An application of the elements of liberal knowledge to theology reveals the main characteristics of Newman's understanding of university theology. The second is Newman's understanding of the relationship between the church and the university. Newman distinguishes between the mission of the Catholic Church and the mission of the Catholic university. The distinct mission of the university indicates that the objective of university theology is different from the teaching mission of the magisterium. In the final section, the article examines the significance of Newman's ideas for Catholic universities in the United States today.

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44

Cox, James. "Land Crisis in Zimbabwe." Fieldwork in Religion 1, no. 1 (January 1, 2005): 35–48. http://dx.doi.org/10.1558/firn.v1i1.35.

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Earlier this year, I received a small grant from the Edinburgh University Development Trust Fund to determine the feasibility of formulating a major research project exploring the religious dimensions within the recent land resettlement programme in Zimbabwe. Since spirit mediums had played such an important role in the first Shona uprising in 1896–97 against colonial occu¬pation (the so-called First Chimurenga) (Parsons, 1985: 50-51) and again in the war of liberation between 1972 and 1979 (the Second Chimurenga) (Lan, 1985), I suspected that these central points of contact between the spirit world and the living communities would be affecting the sometimes militant invasions of white commercial farms that began sporadically in 1998, but became systematic after the constitutional referendum of February 2000. Under the terms of the grant, I went with my colleague, Tabona Shoko of the University of Zimbabwe, in July and August 2004, to two regions of Zimbabwe: Mount Darwin in the northeast, where recent activities by war veterans and spirit mediums had been reported, and to the Mberengwa District, where land resettlement programmes have been widespread. This article reports on my preliminary findings in Mount Darwin, where I sought to determine if evidence could be found to link the role of Traditional Religion, particularly through spirit mediums, to the current land redistribution programme, and, if so, whether increasing levels of political intolerance within Zimbabwean society could be blamed, in part at least, on these customary beliefs and practices

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45

West, Charles C., J. Mutero Chirenje, J. D. Gort, Walter Fernandes, Michael Bourdeaux, P. A. Kalilombe, Kwesi A. Dickson, et al. "II. Worksh ops." Mission Studies 2, no. 1 (1985): 67–96. http://dx.doi.org/10.1163/157338385x00098.

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AbstractThe workshop brought together some twenty persons from varied and diverse nations and political-economic circumstances - Ghana, Netherlands, New Zealand, Republic of South Africa, United Kingdom, United States of America, West Germany and Zimbabwe. The workshop also reflected a number of Christian denominations - Anglican, Lutheran, Presbyterian, Reformed, Roman Catholic and Seventh Day Adventist. The gathering then was truly pluralistic and ecumenical. Such composition made for a rich encounter of varied and diverse understandings and approaches.

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46

Mulianawati, Hanna, Ridwan Sanjaya, and FX Hendra Prasetya. "An Application for Alumni of Soegijapranata Catholic University." SISFORMA 6, no. 2 (February 2, 2020): 55. http://dx.doi.org/10.24167/sisforma.v6i2.1436.

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Sometimes it’s hard for the university to get the information about their own alumni after the graduation ceremony. The situation of the alumni is also the same. They felt difficult to reach their university after they got a job. Some services and documents are still needed by the alumni for any reason. In fact, people nowadays live with their smartphone really closely. The smartphone could help people to get information and services while keeping them close to their community. The mobile application should be built to connect alumni and university through a smartphone via information sharing about job vacancy and providing some university’s services. Some methods are used in the process of mobile application development, such as designing the application, programming, testing, and launching. Interview and survey are done to know the responses in using the application. The conclusions of the research are the application could help the alumni to get information and services, the university is able to gain the updated data of their alumni, and make both of them closer.

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47

Barr, Colin. "The Failure of Newman's Catholic University of Ireland." Archivium Hibernicum 55 (2001): 126. http://dx.doi.org/10.2307/25484188.

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48

Janeczek, Stanisław, and Jan Kłos. "Philosophy at the Catholic University of Lublin (KUL)." Forum Philosophicum 5 (2000): 7–18. http://dx.doi.org/10.5840/forphil200051.

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49

Scarlett, Brian. "Book Review: A Catholic University: Vision and Opportunities." Pacifica: Australasian Theological Studies 15, no. 3 (October 2002): 358–60. http://dx.doi.org/10.1177/1030570x0201500316.

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50

Van Allen, Rodger. "Law and Spirit in the Contemporary Catholic University." Horizons 22, no. 1 (1995): 129–35. http://dx.doi.org/10.1017/s0360966900029029.

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