Academic literature on the topic 'University of Malaya (Founded 1962)'

AbstractLike so many features of the British Empire, policy for colonial higher education was transformed during the Second World War. In 1945 the Asquith Commission established principles for its development, and in 1948 the Carr–Saunders report recommended the immediate establishment of a university in Malaya to prepare for self-government. This institution grew at a rate that surpassed expectations, but the aspirations of its founders were challenged by lack of resources, the mixed reactions of the Malayan people and the politics of decolonisation. The role of the University of Malaya in engineering a united Malayan nation was hampered by lingering colonial attitudes and ultimately frustrated by differences between Singapore and the Federation. These differences culminated in the university's partition in January 1962. In the end it was the politics of nation-building which moulded the university rather than the other way round.

On the Foundation Day of the University of Malaya on 8 October 1949, Malcolm MacDonald, the Chancellor of the new university and British Commissioner-General in Southeast Asia, proudly declared that the university was founded “at a timely and auspicious moment” when “we are witnessing in Malaya the birth of a nation”. MacDonald rested his inspiring theme on the British postwar policy of preparing Malaya for eventual self-government within the British Commonwealth. Under this policy Singapore was constituted a distinct crown colony with a legislature in which only six of the twenty-two members were popularly elected, whereas the other Settlements and the Malay States were merged into the Malayan Union which had fully nominated federal and state legislatures. It seems clear from the postwar political reorganization that the British policy-makers had intended to take Malaya slowly, stage by stage, to self-government and eventual independence.

The judgment for the translation. The case of Anna Rudzińska In 1960, Jerzy Giedroyc, editor-in-chief of “Culture”, turned to Anna Rudzińska asking for help in the translation of English-language books in exile sociologist Felix Gross. Rudzińska worked in the library of the Faculty of Philosophy, University of Warsaw, at the same time was head of the office in the Polish Sociological Society. The summer of 1961 the prosecutor’s office opened an investigation into the translation, and SB founded bugged the apartment Rudzińska. During the revision of the officers they found the Gross’es book and a few pages of the translation, and Rudzińska was temporarily arrested. In February 1962, the court sentenced her to one year in prison for going to translate scientific books eminent sociologist. For good conduct she was conditionally released in June 1962 year.

The judgment for the translation. The case of Anna Rudzińska In 1960, Jerzy Giedroyc, editor-in-chief of “Culture”, turned to Anna Rudzińska asking for help in the translation of English-language books in exile sociologist Felix Gross. Rudzińska worked in the library of the Faculty of Philosophy, University of Warsaw, at the same time was head of the office in the Polish Sociological Society. The summer of 1961 the prosecutor’s office opened an investigation into the translation, and SB founded bugged the apartment Rudzińska. During the revision of the officers they found the Gross’es book and a few pages of the translation, and Rudzińska was temporarily arrested. In February 1962, the court sentenced her to one year in prison for going to translate scientific books eminent sociologist. For good conduct she was conditionally released in June 1962 year.

Beginning in 1962 and extending to the present, Richard C. Fox and colleagues have named 87 species of fossil vertebrates (1 fish, 4 amphibians, 2 choristoderes, 12 lizards, 1 crocodile, 1 dinosaur, 2 “pelycosaurs”, 2 non-mammalian therapsids, and 62 mammals) and numerous new supraspecific taxa. Virtually all of these species continue to be accepted, although the higher-level assignments of several have been altered. The vast majority of the named species were founded on specimens, collected during the mid-1960s to early 2000s by field parties under Fox’s direction, from the Late Cretaceous (late Santonian to late Maastrichtian) and Paleocene of Alberta and Saskatchewan, Canada, and that are housed at the University of Alberta Laboratory for Vertebrate Paleontology. Here we present (i) an annotated list of all fossil vertebrate species named by Richard Fox between 1962 and 2012, (ii) updated information on the stratigraphic nomenclature and age estimates for the eight localities in Alberta that yielded holotypes for all the Cretaceous mammal species named by Richard Fox from that province, and (iii) new photographs for the holotypes of the one non-mammalian therapsid and 43 Late Cretaceous and Paleocene mammal species named by Richard Fox before 1995.

It is my sad duty to announce that my dear friend Bryan Loughrey, co-editor of the journal, recently passed away after a short illness. It was Bryan who relaunched Critical Survey in 1987, serving as Editor, General Editor and lately Editor Emeritus. The journal was originally founded by C.B. Cox and A.E. Dyson in 1962 as a sister journal to Critical Quarterly (1958–), which also changed hands in 1987, but went in a different, more theoretical direction, under the editorship of Colin McCabe. Together with Critical Survey, Bryan also assumed responsibility from Cox and Dyson for the ‘Critical Quarterly Conferences’, a long-running series of conferences for UK sixth form students who might be contemplating studying English Literature or related studies at university. This historical background shows Bryan operating in three capacities in which he excelled: as independent scholar, editor and academic manager.

From 1947 to 1962, Broadway audiences enjoyed major works by Tennessee Williams and Arthur Miller as well as plays ranging from A Thousand Clowns to Who's Afraid of Virginia Woolf? and a string of durable musical comedies offering light and dark visions of the urban streets (Guys and Dolls and West Side Story), inspirational fables (The Music Man and The Sound of Music), and war in legend and in recent memory (Camelot and South Pacific). Meanwhile, Judith Malina and Julian Beck founded the Living Theatre, José Quintero and Theodore Mann established the Circle in the Square, Joe Papp offered his first free Shakespeare productions in New York City parks, and Joe Cino and Ellen Stewart led the development of Off-Off Broadway. This heterogeneous theatre scene comprised diverse and even competing representations of a complex but interconnected culture, and Bruce A. McConachie has undertaken the task of elucidating the workings of such art not in isolation but as cultural and social production.

In 1907 Ernest Rutherford (later named ‘The Crocodile’ by Peter Kapitza), 36 years old and already a world–famous physicist, moved from McGill University in Montreal, Canada, to the University of Manchester, England. In the same year Niels Bohr (later known by some as ‘The Elephant’––he was one of the very few non–royal recipients of the Order of the Elephant), a 22–year–old student at the University of Copenhagen, received the gold medal of the Royal Danish Academy for his first research project, an experimental and theoretical study of water jets. During the next 30 years, until Rutherford's death in 1937, these two great scientists dominated quantum physics. Rutherford was the father of nuclear physics; together they founded atomic physics; and, with their students and colleagues, they were responsible for the great majority of the decisive advances made in the inter–war years. This lecture tells the story of the development in quantum physics, and makes some comparisons between Bohr and Rutherford–as men and scientists–drawing especially on their extensive correspondence between 1912 and 1937, the material that Bohr gathered in connection with the publication in 1961 of his Rutherford Memorial Lecture, the interviews that he gave just before his death in 1962, and other published and unpublished material from the Niels Bohr Archive in Copenhagen.

The museum is a fun learning tool for the community. The Museum of Asian Art is one of the museums in Malaysia which was founded by Malaya University. The museum has three showroom floors and represents three civilizations; India, China and Islam. Every day the museum is very crowded by tourists to find information about artifact objects. Lots of artifacts stored in this museum include textiles, musical instruments, ceramics, masks, paintings, weapons and others. The museum itself is the right place to store and preserve ancient objects so they can still be seen and used as a source of learning and cultural preservation for the nation's next generation. This research takes the artifacts that are masks because the results of observations made by researchers, information about masks at the Museum of Asian Art Malaysia is very minimal compared to other artifacts, there are only name tags but there is no deeper information about the mask. So that it still cannot be used as a learning medium to the maximum. From this problem, researchers developed Nusantara Mask Heritage Malaysia (NUSMARI MALAYSIA) products based on Augmented Reality. The research method used is the development model into 4 steps: (1). Research and Information Collecting, (2). Planning, (3). Develop Preliminary Form Of Product, (4). Final Product Revision. The result of this development is a learning media application that can help tourists of all ages to more easily learn the mask of the Orang Asli Malaysia in the museum.

Erica Simon26/2 1910 - 11/2 1993William Michelsen writes a personal obituary about the French Grundtvig scholar Erica Simon. He first met Erica Simon in the middle of the fifties, when she was studying the Swedish folk high schools and wanted to meet all the Grundtvig scholars and people who put Grundtvig’s ideas into practice. Erica Simon was a university professor in Scandinavian languages and literature, but she also founded her own folk high scholl west of Lyons. Erica Simon’s interest in Grundtvig and her commitment to the Grundtvig’s ideal of .the school for life. was aroused in the mid-fifties, when she studied at Uppsala and met the Swedish folk high scholl Hvilan in Sk.ne. Erica Simon worked together especially with the Nordic folk high school in Kung.lv, and she wanted to spread the knowledge of Grundtvig’s ideas, not only in France, but all over the world. Like Grundtvig, Erica Simon wanted to find the roots of folk culture behind the influence from the Roman Empire, an influence which underlies the centralized school system dating back to Napoleonic France. Erica Simon’s main subject in her Grundtvig research was his ideas of the connection between folk enlightenment and science or scholarship. Science and folk culture are different matters but have to interact in order to establish a scholarship built on folk culture. In accordance with Grundtvig, Erica Simon stresses medieval Anglo-Saxon and Icelandic literature as the Nordic element in universal history, establishing a vernacular culture in opposition to the Latin school and scholarship. Erica Simon was a passionate scholar and interpreter of Grundtvigian ideas. She often visited Denmark and was on the Committe of Grundtvig-Selskabet, where she gave lectures, and she published papers in the Grundtvig-Studier in 1969 and 1973.Erica Simon was born i Königsberg on February 26th, 1910. She spent her youth in Hannover and afterwards studied language and literature in Geneva and in Paris. She married in 1936 and became a widow in 1942, but remarried, bearing the name Vollboudt. Jacques Kleiner, her son from her first marriage, today lives in Switserland. From 1939-54 she was a secondary school teacher in France, but in 1954 she began studying the Nordic folk high school, doing research in Uppsala in 1955-56. In 1962 she became a doctor at the Sorbonne University in Paris (Doctorat d.tat in 1962), with a dissertation about the Swedish folk high schools in the late 18th century.

The roots of the broader field of clinical child psychology date to the founding of the first psychology clinic by Lightner Witmer at the University of Pennsylvania in 1896. The first professional society dedicated to this discipline, the Section on Clinical Child Psychology, was founded in 1962 by Alan Ross. It became a member of the Society of Clinical Psychology (Division 12) of the American Psychological Association (APA). In 1998, clinical child psychology was recognized as a specialty by the APA. The Section on Clinical Child Psychology evolved into the Society of Clinical Child and Adolescent Psychology (Division 53, APA), and the American Board of Clinical Child and Adolescent Psychology was founded. The emphasis of this field is on evidence-based assessment and treatment of children as individuals, family members, and students in school. The evidence includes controlled randomized trials of clinical procedures, which are increasingly made available to the public.