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Bibliographies thématiques / Harvard University. Graduate School of Arts and Sciences

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Littérature scientifique sur le sujet « Harvard University. Graduate School of Arts and Sciences »

Auteur : Grafiati

Publié le 25 juillet 2024

Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Harvard University. Graduate School of Arts and Sciences"

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Armistead, Samuel G. ""Los quilates de su oriente": La pluralidad de culturas en la Península Ibérica durante la Edad Media y en los albores de la Modernidad, A Conference in honor of Francisco Márquez Villanueva, presented by Harvard University, Real Colegio Complutense, Faculty of Arts and Sciences, Graduate School of Arts and Sciences, and the Department of Romance Languages and Literatures, Cambridge, Massachusetts, January 17-18, 2003, and organized by Ángel Sáenz-Badillos, Luis M. Girón N." La corónica: A Journal of Medieval Hispanic Languages, Literatures, and Cultures 31, no. 2 (2003): 321–26. http://dx.doi.org/10.1353/cor.2003.0009.

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Fuchs, Walther J., Tschirren Marianne Keller, and Osamu Okuda. "Zwitscher-Maschine. Journal on Paul Klee / Zeitschrift für internationale Klee-Studien No. 14 (Autorinnen und Autoren)." Zwitscher-Maschine. Journal on Paul Klee / Zeitschrift für internationale Klee-Studien 14, no. 2023 (2023): 138–39. https://doi.org/10.5281/zenodo.10064579.

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<strong>AUTORINNEN UND AUTOREN</strong> <strong>Marcel Baumgartner</strong>, 1971–1979 Studium der Kunstgeschichte, der Architekturgeschichte und der Klassischen Archäologie in Bern; 1980 Promotion mit einer Arbeit <i>Zur Aktualität des Kubismus</i>. 1974–1979, parallel zum Studium, Mitarbeit an der Paul Klee-Stiftung, Kunstmuseum Bern. 1979–1981 Mitarbeit an der Ausstellung <i>Westkunst. Zeitgenössische Kunst seit 1939</i> in Köln. Studienaufenthalte in München und London. 1982–1988 Aufbau der Sammlung <i>Stiftung Kunst Heute</i>, Bern (zusammen mit Bernhard Mendes Bürgi und Christian Cu

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Maki, Fumihiko. "My urban design of fifty years." Ekistics and The New Habitat 73, no. 436-441 (2006): 26–38. http://dx.doi.org/10.53910/26531313-e200673436-44192.

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Professor Maki was a member of the faculty of the School of Architecture at Washington University from 1956 to 1963. Graduated from Tokyo University in 1952 with a Bachelors degree in Architecture and Engineering, he then received a Masters in Architecture from Cranbrook Academy of Arts in Bloomfield Hills , Michigan in 1953 and a Masters in Architecture from Harvard in 1954. In 1958 he was the recipient of a $10,000 International Graham Foundation Fellowship. He is the designer of Steinberg Hall at Washington University and auditoriums at Nagoya University and Chiba University in Japan. He is

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Bradlow, Ann, Jennifer Cole, and Matthew Goldrick. "Graduate studies in acoustics at Northwestern University." Journal of the Acoustical Society of America 152, no. 4 (2022): A122. http://dx.doi.org/10.1121/10.0015751.

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Northwestern University has a vibrant and interdisciplinary community of acousticians. Of the 13 ASA technical areas, 3 have strong representation at Northwestern: Speech Communication, Psychological and Physiological Acoustics, and Musical Acoustics. Sound-related work is conducted across a wide range of departments including Linguistics (in the Weinberg College of Arts and Sciences), Communication Sciences & Disorders, and Radio/Television/Film (both in the School of Communication), Electrical Engineering & Computer Science (in the McCormick School of Engineering), Music Theory &

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B., KRISHNA MOORTHY. "Organoinsecticide Synergists. Part-1. Synthesis of Substituted-benzyl-2-propynyl Ethers and their Synergistic Activity." Journal of Indian Chemical Society Vol. 67, Nov 1990 (1990): 909–11. https://doi.org/10.5281/zenodo.6257294.

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Department of Chemistry, Graduate School of Arts and Sciences, Fordham University, New York-10458 <em>Manuscript received 8 June 1990, accepted 12 October 1990</em> Organoinsecticide Synergists. Part-1. Synthesis of Substituted-benzyl-2-propynyl Ethers and their Synergistic Activity

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Fischer-Lichte, Erika. "Introduction: From Comparative Arts to Interart Studies." Paragrana 25, no. 2 (2016): 12–26. http://dx.doi.org/10.1515/para-2016-0026.

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AbstractThe essays assembled in this volume were initially presented at the concluding conference of the International Doctoral School “InterArt Studies” held at the Freie Universität Berlin from June 25-27, 2015. The school bore the label “international” not just because its students hailed from five different continents. Rather, it was called that because it was born out of the collaboration with the Copenhagen Doctoral School in Cultural Studies, Literature and the Arts, later joined by the Doctoral School of Goldsmiths College, London, and the Graduate School of Arts and Sciences at Columb

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Ballard, Megan, Michael R. Haberman, Neal A. Hall, Mark F. Hamilton, Tyrone M. Porter, and Preston S. Wilson. "Graduate acoustics education in the Cockrell School of Engineering at The University of Texas at Austin." Journal of the Acoustical Society of America 152, no. 4 (2022): A124. http://dx.doi.org/10.1121/10.0015759.

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While graduate study in acoustics takes place in several colleges and schools at The University of Texas at Austin (UT Austin), including Communication, Fine Arts, Geosciences, and Natural Sciences, this poster focuses on the acoustics program in Engineering. The core of this program resides in the Departments of Mechanical Engineering (ME) and Electrical and Computer Engineering (ECE). Acoustics faculty in each department supervise graduate students in both departments. One undergraduate and nine graduate acoustics courses are taught in ME and ECE. Instructors for these courses include staff

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Salimi, Esmaeel Ali, and Mitra Farsi. "Program Evaluation of the English Language Proficiency Program for Foreign Students A Case Study: University of the East, Manila Campus." English Language Teaching 9, no. 1 (2015): 12. http://dx.doi.org/10.5539/elt.v9n1p12.

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<p>This study on evaluating an English program of studies for foreign students seeking admission to the UE Graduate School attempts to examine the prevailing conditions of foreign students in the UE Graduate School with respect to their competence and competitiveness in English proficiency. It looks into the existing English programs of studies in the College of Arts and Sciences and how it addresses the need for an improved academic performance of the foreign students. This study was conducted in the University of the East, Manila campus, particularly in the Graduate School in three gro

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PRYLEPA, IVAN. "CROSS-DISCIPLINARY APPROACH TO PROFESSIONAL TRAINING: INTERNATIONAL EXPERIENCE." Comparative Professional Pedagogy 11, no. 2 (2021): 75–82. https://doi.org/10.31891/2308-4081/2021-11(2)-8.

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The article considers the peculiarities of cross-disciplinary educational programs in various foreign educational institutions. Emphasis is placed on reforming the education system using a cross-disciplinary model of education in accordance with international standards and labor market requirements. The experience of implementing a cross- disciplinary approach in different specialties has been analyzed. Ways to equalize additional skills that are not provided by educational programs, using a cross-disciplinary approach have been outlined. The importance of using a cross-disciplinary approach a

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Dunne, Michael. "Isolationism of a Kind: Two Generations of World Court Historiography in the United States." Journal of American Studies 21, no. 3 (1987): 327–51. http://dx.doi.org/10.1017/s0021875800022866.

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With these apocryphal words from the proverbial doughboy, Charles Homer Haskins lightened his presidential address to the American Historical Association in December 1922. Haskins's theme was the historical and historiographical relevance of Europe to Americans, two subjects on which he could speak authoritatively. Dean of the Harvard Graduate School, an outstanding scholar of medievalism and the Mediterranean, Haskins was best known to his contemporaries as a member of Woodrow Wilson's research team at the Paris Peace Conference, the so-called Inquiry. In the course of his address Haskins sur

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Livres sur le sujet "Harvard University. Graduate School of Arts and Sciences"

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Harvard University. Professional development begins today: A guide to services for GSAS students. Harvard University, 2001.

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Columbia University. Commission on the Status of Women. Advancement of women through the academic ranks of The Columbia University Graduate School of Arts and Sciences: Where are the leaks in the pipeline? [Columbia University, Commission on the Status of Women], 2001.

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University, Columbia. Medieval and Renaissance manuscripts at Columbia University: Papers presented at a symposium sponsored by the Columbia University Graduate School of Arts and Sciences Interdepartmental Committee on Medieval and Renaissance Studies, March 31, 1990. Columbia University Libraries, 1991.

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Gatch, Milton McC. (Milton McCormick), Columbia University. Graduate School of Arts and Sciences, and Columbia University Libraries, eds. Medieval and Renaissance manuscripts at Columbia University: Papers presented at a symposium sponsored by the Columbia University Graduate School of Arts and Sciences Interdepartmental Committee on Medieval and Renaissance Studies, March 31, 1990. Columbia University Libraries, 1991.

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F, Tomasi Lydio, Powers Mary G, Center for Migration Studies (U.S.), and Fordham University. Graduate School of Arts and Sciences., eds. Immigration today: Pastoral and research challenges : proceedings of the symposium organized by the Center for Migration Studies of New YYork and Fordham University Graduate School of Arts and Sciences on May 8, 1998. Center for Migration Studies, 2000.

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Patton, James Kirkpatrick. The emergence of agricultural forms of production in the Santa Cruz Region of Eastern Bolivia: A dissertation presented to the Graduate School of Arts and Sciences of Washington University in partial fulfillment of the requirements for the degree of Doctor of Philosophy. University Microfilms International, 1985.

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Aga Khan Trust for Culture. Sustainable landscape design in arid climates: Proceedings of a symposium jointly organized by the Aga Khan Trust for Agriculture, the Center for Advanced Study in the Visual Arts/National Gallery of art, Studies in Landscape Architecture, Dumbarton Oaks, the Lemelson Center for Innovation at the Smithsonian Institution's National Museum for American History, Graduate School of Design, Harvard University, and the National Building Museum. The Aga Khan Trust for Culture, 1996.

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Fan, Yu-Chen C. A semantic study of Taiwanese verbs using case grammar applied: A knowledge representation model : a dissertation submitted to the Faculty of the Graduate School of Arts and Sciences og Georgetown University in partial fulfillment of the degree of Doctor of Philosophy in Linguistics. UMI, 2001.

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Chapitres de livres sur le sujet "Harvard University. Graduate School of Arts and Sciences"

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Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0010.

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Harvard’s nine professional schools were on the cutting edge of its evolution from a Brahmin to a meritocratic university. Custom, tradition, and the evergreen memory of the alumni weighed less heavily on them than on the College. And the professions they served were more interested in their current quality than their past glory. True, major differences of size, standing, wealth, and academic clout separated Harvard’s Brobdingnagian professional faculties—the Graduate School of Arts and Sciences and the Schools of Medicine, Law, and Business— from the smaller, weaker Lilliputs—Public Health an

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Freeland, Richard M. "Evolution of the College-centered University: Tufts and Brandeis, 1945–1970." In Academia's Golden Age. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195054644.003.0011.

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Tufts College, traditionally focused on undergraduate education in the arts and sciences, responded to the opportunities of the postwar years with new emphases on research and doctoral-level programs. A new name, “Tufts University,” signified the change. The leaders of Tufts intended, however, to retain a primary emphasis on undergraduate work. During these same years, a new university, Brandeis, sponsored by a group of American Jews, joined the state’s academic community. Brandeis’s founders also conceived their institution as centrally concerned with undergraduate education, although they to

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Shelley, Thomas J. "The Graduate School of Arts and Sciences." In Fordham, A History of the Jesuit University of New York. Fordham University Press, 2016. http://dx.doi.org/10.5422/fordham/9780823271511.003.0012.

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Tiwari, Parul, and Mayank Sharma. "Requisites and Provocations for Admissions in B Schools." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9073-6.ch008.

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In Stanford University's Graduate School of Business, the most selective B-school in the U.S., 94 of every 100 applicants will be turned down. Harvard Business School will rebuff 9 out of every 10 applicants. Although increasingly becoming the “Mecca of the young,” global professional, let's just say that business school is not everyone's cup of tea. Admission committees are meeting huge challenges to make hard and often painful choices for jittery candidates. MBA/PGDM admissions are more art than science. It is a methodology that gives more weight to the ability of an institute to add value,

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Keller, Morton, and Phyllis Keller. "The Faculty of Arts and Sciences." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0024.

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The changes of style and sensibility in Harvard’s governance during the last third of the twentieth century had close parallels in the academic realm. The faculty, like the bureaucracy, became more professional, more specialized, more worldly. Nevertheless, in most respects Harvard’s academic fundamentals in the magic year 2000 were pretty much what they had been half a century before. Faculty autonomy, the disciplinary pecking order, the tension between teaching and research, the sheer intellectual quality, range, and vigor of the place: these remained alive and well. Harvard changed more bet

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"The Graduate School of Arts and Sciences and Other Essentials for Mind and Spirit." In The Launching of Duke University, 1924–1949. Duke University Press, 1993. http://dx.doi.org/10.1215/9780822398455-006.

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"The Graduate School of Arts and Sciences and Other Essentials for Mind and Spirit." In The Launching of Duke University, 1924-1949. Duke University Press, 1993. http://dx.doi.org/10.2307/j.ctv113135p.10.

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Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0017.

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Meritocracy flourished most luxuriantly in Harvard’s professional schools. The Big Four—the Graduate School of Arts and Sciences and the Schools of Law, Medicine, and Business—threw off the constraints of lack of money and student cutbacks imposed by World War II. The smaller professional schools—Public Health and Dentistry, Education, Divinity, Design—shared in the good times, though their old problems of scarce resources and conflicted missions continued to bedevil them. The major alteration in the Harvard postgraduate scene was the establishment of the Kennedy School of Government. By the t

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Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0025.

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Harvard’s graduate and professional schools were where the tension between social responsibility and teaching the technical skills demanded by a complex society most fully emerged. The Graduate School of Arts and Sciences and the traditional Big Three of Law, Business, and Medicine continued to dominate the Harvard professional school scene (though the Kennedy School of Government was coming up fast). From 1940 to 1970, they and the smaller schools took on their modern configuration: meritocratic, intensely professional, intellectually ambitious. From 1970 to 2000 they faced a variety of inter

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"6 The graduate school of arts and sciences and other essentials for mind and spirit." In The Launching of Duke University, 1924-1949. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822398455-007.

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Actes de conférences sur le sujet "Harvard University. Graduate School of Arts and Sciences"

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Iborra Pallarés, Vicente, and Francisco Zaragoza Saura. "Altea Urban Project: An academic approach to the transformation of a coastal Spanish touristic city based on the improvement of the public space." In 24th ISUF 2017 - City and Territory in the Globalization Age. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5990.

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Vicente Iborra Pallarés¹, Francisco Zaragoza Saura2 ¹Building Sciences and Urbanism Department. University of Alicante. Alicante. Politécnica IV, módulo III, 1ª planta. Carretera de San Vicente del Raspeig s/n. 03690 San Vicente del Raspeig ²Concejalía de Urbanismo, Ayuntamiento de Altea. Plaza José María Planelles, 1. 03590 Altea E-mail: vicente.iborra@ua.es, zaragozasaura@gmail.com Keywords (3-5): Public space, historical urban evolution, tourism phenomena, urbanistic project, educational experience Conference topics and scale: City transformations The town of Altea (Alicante, Spain) has an

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Cronin, James G. R. "UCC enters Cork Prison: Transformative pedagogy through arts education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.18.

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This paper makes explicit processes of collaboration in a learning community partnership between Cork Prison and University College Cork (UCC). Cork Prison is a closed, medium security prison for adult males. It is a committal prison for counties Cork, Kerry and Waterford. The learning partnership has two objectives: firstly, to foster critical thinking strategies influenced by UCC’s application of the Project Zero Classroom, Harvard Graduate School of Education; secondly, to support student voices by promoting conversations on creativity resulting in the production of artworks exhibited durin

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