Dissertations / Theses on the topic 'Trinity College (University of Cambridge)'

This is a critical edition of the early fifteenth-century narrative prose The Lyf of Oure Lord and the Virgyn Aary in MS Trinity College Cambridge B.15.42 and MS Bodley 578. The work claims to be a translation of the Pseudo-Bonaventuran Xeditationes Vitae Christi and has usually been regarded as such by scholars. However, the NYC provides no more than the narrative structure and less than half of the narrative material for the Lyf. Crucially, the Lyf diverges strongly from the meditational character of the NYC. Other important sources of the Lyf are the Bible, St Bernard, and st Bridget's Revelations. At least eight further sources, both Latin and English, were used. From these works too the Lyf drew mostly narrative, as opposed to didactic or devotional, material. Where sources conflict, the Lyf suppresses one or the other in order to keep the narrative line clear. Another important aspect of the Lyf that emerges from the choice and treatment of the sources is the importance attached to the role of Mary. The number of sources and their skilful deployment point to a fairly scholarly author/compiler, writing for a devout lay or female religious audience. Comparison with other important lives of Christ, notably Nicholas Love's Xyrrour, shows that the Lyf is much less meditational, devotional and didactic. It is perhaps closest to the Speculum Devotorum. The Cambridge MS is written in a WarwickshireWorcestershire- Gloucestershire dialect, whereas the language of the Bodley MS can be localized in Surrey-Berkshire-Hampshire. The Cambridge MS is the more carefully executed copy and therefore serves as base text, complemented by the Bodley MS in cases of lost leaves. There is a full apparatus of Bodley variants, and there are Textual Notes, Explanatory Notes and a Glossary.

The purpose of this study was to examine the relationship among locality of school, type of school, gender of student, school GPA (GPA), aptitude (MEANAPT), Cambridge English Language (CAMENG), Cambridge class (CAMCLASS), and Cambridge aggregate (CAMAGGR). A second purpose of this research was to determine the relationship among GPA, MEANAPT, CAMENG, CAMCLASS, CAMAGGR, university registration status (STATUS), and average university grade (UNIMEAN) after 2 years at the University of Swaziland (UNISWA). The study was divided into two parts. In the first part, locality of school, type of school, and gender of student were the independent variables; GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR were the dependent variables. In the second part, performance at UNISWA, as measured by either STATUS or UNIMEAN, was the dependent variable; CAMENG, CAMCLASS, CAMAGGR, GPA, and MEANAPT were the independent variables.Answers to questions on Part 1 of the study were determined by computing means, standard deviations, and F-tests for differences between means for GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR for each of the general questions. Data were analyzed using Pearson r and multiple regression to answer Part 2 questions.The results of this study indicate that students enrolled in rural and government schools were outperformed by those attending urban and government-aided schools on all the measures. Although males outperformed females on the local Swaziland measures, school GPA and aptitude, there were no significant differences between males and females when the Cambridge examination scores were considered. The Cambridge examination appears to be neither efficient nor economical when used to identify the successful African student once he or she has been admitted to a local university. The same is true for the measures designed and currently used by local Swaziland educators. Swaziland officials may have to look elsewhere for predictors of university performance.
Department of Educational Psychology

C'est par l'édition inédite d'une sélection de textes d'exception en moyen-anglais provenant de quatre manuscrits situés à Trinity College Library à Cambridge : MSS O.1.13, O.5.26, R.14.32 et R.14.51 que peuvent renaître les recettes médicales, les charmes, les traités astrologiques et médicaux, les poèmes médicaux et les poèmes sur les vertus des plantes en moyen anglais. Ces trésors de la période médiévale appartiennent à une tradition culturelle et scientifique ancestrale : la médecine ou philosophie naturelle, héritage de l'Egypte et des auteurs et traducteurs grecs, latins et arabes. Ce qui constitue le coeur de cette thèse est la volonté de mettre en lumière ces remèdes naturels confectionnés avec les plantes curatives, et l'influence des astres sur la santé de l'homme du moyen âge. Une introduction générale offre tout d'abord un aperçu du contexte de la médecine médiévale. Elle est suivie d'une deuxième introduction à l'édition présentant d'abord la description codicologique complète et détaillée des quatre manuscrits étudiés, puis des principes de l'édition. Les textes édités dans la troisième partie centrale, tous en moyen anglais, ont été choisis pour leur originalité ou parfois, au contraire, pour leur conformité avec la médecine médiévale, pratiquée notamment par le savant universitaire et le praticien lettré de terrain. Deux volumes nous guident sur le chemin de l'édition de ces textes médicaux issus de quatre manuscrits de Trinity College Library et rassemblés autour de trois thèmes principaux tels que la médecine théorique, astrologique, et pratique. Sept catégories présentent alors les différents textes : De la théorie des humeurs, Médecine astrologique, L'usage pratique de la médecine et les moyens de diagnostic, Les remèdes aux maux : Les saignées et Comment guérir par la nature, Exemples de deux panacées : le romarin et la bétoine, Les moments propices à la cueillette des plantes, Les remèdes par les essences des plantes. Chaque section introduit les textes par une analyse contextuelle du thème, accompagnée d'une étude spécifique sur l'origine et la source de chaque texte. Chacun d'entre eux est suivi de son propre glossaire. Enfin, succédant aux conclusions et à la bibliographie, l'annexe offre au lecteur une entrée dans les coulisses du travail du transcripteur et éditeur. Cette dernière partie nous livre l'analyse et l'édition d'un riche et long poème sur les vertus des plantes et joint deux séries de fac-similés de deux textes édités dans la présente thèse et sélectionnés des manuscrits R.14.32 et O.1.13 sur les vertus des plantes : l'un en vers, l'autre en prose présentant les pages abîmées de la plus longue version existante du célèbre : Lytil boke of the vertuys of rosmaryn. Nul doute que de tels textes médicaux en moyen-anglais présentent un intérêt fondamental pour la recherche médiévale anglo-saxonne éditoriale, linguistique et littéraire. Ces sources pourraient également susciter la curiosité des scientifiques et botanistes, puisque l'étude des plantes et des étoiles et leur influence sur la santé de l'homme, fait toujours l'objet de recherches qui prouvent continuellement ces liens indéfectibles
It is through an original edition of exceptional selected texts in Middle English from four manuscripts of Trinity College Library in Cambridge : MSS O.1.13, O.5.26, R.14.32, R.14.51 that Middle English medical recipes, charms, medical and astrological treatises, medical poems and poems on the virtues of plants can now be given a new lease of life. These medical treasures belong to an ancestral traditional culture and science : medicine or natural philosophy, which was inherited fron Egyptian, Greek, Latin and Arabic authors and translators. This intention to bring to light these natural herb remedies and the influence of stars on medieval people's health constitues the heart of this thesis. It is first provided with a general introduction developing the historical context of medieval medicine. A second introduction to the edition firstly presents a complete and detailed codicological description of the four manuscripts, and secondly the editorial principles. The texts edited here in the main and third part, all written in Middle English, have been chosen for their originality, and sometimes, on the contrary, for their conformity with medieval medicine practised by scholars and other skilled praticians. Two volumes contain the texts edited from the four manuscripts of Trinity College Library, gathered according to major themes such as theoretical, astrological, and practical medicine. Seven categories present the different texts : Of the humoral theory, Astrological meddicine, Practical use of medicine and the means for diagnosis, The remedies : blood letting and how to cure by the help of nature, Two panaceas : rosemary and betony, The gathering of plants : auspicious moments, The remedies based on the waters of plants. Each section presenting the texts is introduced by a contextual analysis of the theme, and focuses on its origins and its sources. Each text is also followed by its own glossary. Lastly, the annex, following the conclusion and the bibliography, offers the reader a look behind the scene of the work of the transcriber and editor. It is composed of the analysis and edition of a poem on the vertues of plants edited in this thesis and selected from manuscripts R.14.32 and O.1.13. One is composed of verses, the other is a prose text which badly preserved pages represent the longest version of the famous poem, the Lytil boke on the vertuys of rosemaryn. There is no doubt that such Middle English medical texts present a fundamental interest for the editorial, linguistic and literary fields of research on the Middle Ages. Such sources may also aouse the curiosity of scientists and botanists, as the study of the plants, the stars and their influence on man's health, still under study, has already been proved

In this thesis I present new insights into aspects of Peter Guthrie Tait's life and work, derived principally from largely-unexplored primary source material: Tait's scrapbook, the Tait–Maxwell school-book and Tait's pocket notebook. By way of associated historical insights, I also come to discuss the innovative and far-reaching mathematics of the elusive Frenchman, C.-V. Mourey. P. G. Tait (1831–1901) F.R.S.E., Professor of Mathematics at the Queen's College, Belfast (1854–1860) and of Natural Philosophy at the University of Edinburgh (1860–1901), was one of the leading physicists and mathematicians in Europe in the nineteenth century. His expertise encompassed the breadth of physical science and mathematics. However, since the nineteenth century he has been unfortunately overlooked—overshadowed, perhaps, by the brilliance of his personal friends, James Clerk Maxwell (1831–1879), Sir William Rowan Hamilton (1805–1865) and William Thomson (1824–1907), later Lord Kelvin. Here I present the results of extensive research into the Tait family history. I explore the spiritual aspect of Tait's life in connection with The Unseen Universe (1875) which Tait co-authored with Balfour Stewart (1828–1887). I also reveal Tait's surprising involvement in statistics and give an account of his introduction to complex numbers, as a schoolboy at the Edinburgh Academy. A highlight of the thesis is a re-evaluation of C.-V. Mourey's 1828 work, La Vraie Théorie des quantités négatives et des quantités prétendues imaginaires, which I consider from the perspective of algebraic reform. The thesis also contains: (i) a transcription of an unpublished paper by Hamilton on the fundamental theorem of algebra which was inspired by Mourey and (ii) new biographical information on Mourey.

La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti. Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica. La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero.
The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson. The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age. As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations. The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.

La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti. Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica. La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero.
The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson. The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age. As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations. The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.

Thesis (M.A.)--Florida State University, 2008.
Advisor: Elaine Treharne, Florida State University, College of Arts and Sciences, Dept. of English. Title and description from dissertation home page (viewed Jan. 29, 2009). Document formatted into pages; contains vi, 93 pages. Includes bibliographical references.

This study examines and compares two well-established private universities in their provincial environments: Trinity Western University (TWU) in British Columbia, and Augustana University College (AUC) in Alberta. Three questions were addressed. First, what were the conditions that enabled TWU and AUC to take root and flourish in their environments? Second, in what way and to what extent are TWU and AUC "private"? Third, how have TWU and AUC survived in their public environments on issues related to achieving degree-granting status, quality control, academic standards and public acceptance? The main finding to the first question is that both universities were established by the faith, perseverance and volunteer action of supporting memberships whose philosophy and beliefs were mainly incongruent with those of the public environment. Both universities were given recognition by politically conservative governments whose ideology extolled the virtues of private initiative. The main finding to the second question is that both universities were not "private" to nearly the same degree. While both universities are recognized for their academic quality by the postsecondary environment, TWU exhibits characteristics that are more distinctive and incongruent with the public environment in its faith-affirming beliefs, governance, financing, missions, academic frameworks, faculty, students and ethical standards. AUC, on the other hand, is far more "public-like" in these aspects, and is formally accountable to and part of the postsecondary education system of Alberta. The conclusion to the third finding is that TWU has depended on maintaining its distinctiveness and financial autonomy whilst maintaining recognition and acceptance by its environment in order to remain viable. AUC, by contrast, has depended on relinquishing much of its distinctiveness and autonomy in order to receive provincial support and recognition. These two cases illustrate that the idea of "private" as opposed to "public" universities should be viewed as a matter of degree rather than in absolute opposite terms.