Universities

Universities

Universities are institutions that teach a wide variety of subjects at advanced levels. They also carry out research work aimed at extending man’s knowledge of these subjects. The emphasis given to each of these functions varies from university to university, according to the views of the people in place and according to the resources available.

The smaller and newer universities do not involve the staff or equipment to carry out the vast research projects possible in larger institutions. But most experts agree that some research activity is functional to keep the staff and their students in touch with the latest developments in their subjects.

Most students attend a university mainly to acquire the

knowledge needed for their chosen profession. Educationists believe that this aim should not be the only one. Universities have always aimed to produce men and women with judgment and wisdom as well as knowledge. For this reason, they encourage students to meet others with differing interests and to read widely to broaden their understanding in many fields of study. After a secondary school course, a student should be interested enough in a subject to enjoy gaining knowledge for its own sake. He should be prepared to suffer sacrifices to study his chosen field in depth. He should have an ambition to make some meaningful contribution to man’s knowled ge.

Colleges and universities should offer students be

Colleges and universities should offer students better job preparation before they start working. University job preparation provides a chance for students to find a good job. Students could earn high sala ries and have good career development. Through job preparation, their abilities and personalities are analyzed.so they can find the most suitable job for themselves. For example my cousin who has introverted characteristic, but without the university job preparation, he lacked the knowledge of what kind of jobs match his skills and personalities and became a sales person. As a result he preformed poorly on his job. If he had the preparation he could evaluate his strengths and weaknesses. So he could better understand what are the suitable jobs for him, such as accountant or doctor. Therefore the university preparation is influential to students’ future career. After high percentage of students are employed by satisfying jobs, the university reputation increases. The ultimate goal for most university students is to find a good job. When the employment rate of the university is high, the university will attract more and better students. For example, in 2011, Yale

Universities and Their Function

Universities and Their Function* by Alfred North Whitehead Address to the American Association of the Collegiate Schools of Business, 1927. I The expansion of universities is one marked feature of the social life in the present age. All countries have shared in this movement, but more especially America, which thereby occupies a position of honour. It is, however, possible to be overwhelmed even by the gifts of good fortune; and this growth of universities, in number of institutions, in size, and in internal complexity of organization, discloses some danger of destroying the very sources of their usefulness, in the absence of a widespread understanding of the primary functions which universities should perform in the service of a nation. These remarks, as to the necessity for reconsideration of the function of universities, apply to all the more developed countries. They are only more especially applicable to America, because this country has taken the lead in a development which, under wise guidance, may prove to be one of the most fortunate forward steps which civilisation has yet taken. This article will only deal with the most general principles, though the special problems of the various departments in any university are, of course, innumerable. But generalities require illustration, and for this purpose I choose the business school of a university. This choice is dictated by the fact that business schools represent one of the newer developments of university activity. They are also more particularly relevant to the dominant social activities of modern nations, and for that reason are good examples of the way in which the national life should be affected by the activities of its universities. Also at Harvard, where I have the honour to hold office, the new foundation of a business school on a scale amounting to magnificence has just reached its completion. There is a certain novelty in the provision of such a school of training, on this scale of magnitude, in one of the few leading universities of the world. It marks the culmination of a movement which for many years past has introduced analogous departments throughout American universities. This is a new fact in the university world; and it alone would justify some general reflections upon the purpose of a university education, and upon the proved importance of that purpose for the welfare of the social organism. The novelty of business schools must not be exaggerated. At no time have universities been restricted to pure abstract learning. The University of Salerno in Italy, the earliest of European universities, was devoted to medicine. In England, at Cambridge, in the year 1316, a college was founded for the special purpose of providing `clerks for the King's service.' Universities have trained clergy, medical men, lawyers, engineers. Business is now a highly intellec-tualized vocation, so it well fits into the series. There is, however, this novelty: the curriculum suitable for a business school, and the various modes of activity of such a school, are still in the experimental stage. Hence the peculiar importance of recurrence to general principles in connection with the moulding of these schools. It would, however, be an act of presumption on my part if I were to enter upon any consideration of details, or even upon types of policy Space for Notes ↓

雅思精选练习How Universities to Improve Public Ones

A. There are many rich Germans. In 2003 private assets are estimated to have been worth €5 trillion ($5.6 trillion)，half of which belongs to the richest tenth of the population. But with money comes stinginess，especially when it comes to giving to higher education. America devotes twice as much of its income to universities and colleges as Germany (2.6% of GDP，against 1.1%) mainly because of higher private spending—and bigger donations. B. Next year's figures should be less embarrassing. In November Klaus Jacobs，a German-born billionaire living abroad，announced that he would donate €200m to the International University Bremen ( IUB )—the biggest such gift ever. It saved the IUB ，Germany's only fully fledged private and international university (with 30 programs and 1，000 students from 86 countries) from bankruptcy. It may also soften the country's still rigid approach to higher education. C. German higher education has long been almost entirely a state-run affair，not least because universities were meant to produce top civil servants. After 1945 the German states were put in charge，deciding on such details as examination and admission rules. Reforms in the 1970s made things worse by strengthening，in the name of democracy，a layer of bureaucracy in the form of committees of self-governance.

近代西方高等学校音乐教育的发展(The development of music education in modern Western Universities)

近代西方高等学校音乐教育的发展（The development of music education in modern Western Universities） The development of music education in modern western colleges and universities Fan Qinwen First, western early music education Western music education institutions originated from the affiliated church schools in the Middle Ages, 476-1453 ad. "In the middle ages, school education basically monopolized by the church, the church and the monastery, the Romans followed the ancient Greek philosophers such as Platon's educational thought, the music and the grammar, rhetoric, logic, arithmetic, geometry, astronomy together (" seven arts ") as the basic subject of schools at all levels of education in school education the implementation of." "In fourth Century, Pope Sylvester I of Rome in Rome has created a special" professional school hymn ', then the Catholic Church hymn singing by the church children bear, select the right children into "chant schools" for training students, after seven years of singing hymns, notation, music theory the history of music and instrumental music, after learning, assigned to the cathedral and Abbey Church as support of the clergy position priest and priest and served as chorus, play etc.." [1] to the late Middle Ages, a school gradually became professional music school, due to the nature of their strong religious atmosphere and the main service in the church, so the education and examination content is around the philosophy, religion and Theology to. With music as a means of livelihood and the establishment of

The future of the universities

A The future of the universities “Can we speak of the death of the universities?”an English newspaper recently asked.Another offered the diagnosis:”Still breathing.”Not only at this is seminar, here and now, but all over the world the future of the universities is now being discussed. This is not only because we are entering a new century. Many people are asking whether the traditional research universities in fact have any future at all. This doubt seems mainly to be due to the development of the new technology, the massification of the universities, the idea of lifelong learning, the growing competition from other learning institutions—and may be also because of the strong specialization that we now are experiencing in most fields of research. Many experts predict the demise of universities as we know them today, with a campus. I am an optimist and I have become even more of an optimist having listened to the “speakers”today.I believe in the magic of campus!I believe that the universities will be to enjoy a very bright future as intellectual power centers in a world in which society is calling out increasingly loudly for more knowledge. But if we are to continue to live as intellectual power center,the universities cannot sit passively letting development take their course.We must know what sort of university we want in the future.Many battles have been lost because of the lack of any goal.We must also have a

unit1 famous universitiesA

Unit 1 Famous Universities Part 1 Listen and Talk 1. Lead-in 1) (warm-up questions) What impressed you most during the Spring Festival? Which festival do you like best, Valentine’s Day, Spring Festival, Festival of Lanterns? 2) (3月4日元宵节) four things related with Festival of Lanterns: 汤圆：stuffed rice dumpling 花灯：festival lantern 灯谜：riddles written on lanterns 烟花：fireworks 2. Listening 1) Ask Ss to listen to the passage (p8-9) and try to fill the missing words in the blanks, then check the answers. 2) Answer questions How many famous universities are mentioned in the passage? How many of them are in Britain? What are they? How many of them are in USA? What are they? 3. Talking 1) Listen to the tape reading, then take some notes and answer some related questions. Dialogue 1: What kind of book does the girl want to find? How to find this book? Does the girl go to the school library by herself? Could we know the boy’s name according to their conversation? Dialogue 2: How does Victor feel about his approaching final exam? What is the only way to find time to study? What is Xiaopei’s suggestion? What about their plan for regular study time? 2) Useful phrases and expressions show sb the way see sb around campus see around (带某人)参观 May we see around the house? 我们可以参观一下这所房子吗? Mr. Smith will see the visitors around the factory. 史密斯先生将带领客人们参观工厂 sth coming up How come…为什么; 怎么会…(那样) How come he got the job? 怎么他会得到这个职位呢? set aside把…放置一旁, 不理会；留出 The hotel manager set aside two pleasant rooms for us.旅店经理给我们留出两间舒适的房间。

Universities and Their Functions

The universities are schools of education,and schools of research.But the primary reason for their existence is not to be found either in the mere knowledge conveyed to the students or in the mere opportunities for research afforded to the members of the faculty. The justification of a university is that it preserves the connection between knowledge and the zest of life,by uniting the young and the old in the imaginative consideration of learning.The university imparts information,but it imparts it imaginatively.At least,this is function which it should perform for society.A university which fails in this respect has no reason for existence.This atmosphere of excitement,arising from imaginative consideration,transforms knowledge.A fact is no longer a bare fact:it is invested with all its possibilities.It is no longer a burden on the memory:it is energizing as the poet of dreams,and as the architect of our purposes. Imagination is not to be divorced from the facts:it is a way of illuminating the facts.It works by eliciting the general principles which apply to the facts,as they exist,and then by an intellectual survey of alternative possibilities which are consistent with those principles.It enables men to construct an intellectual vision of satisfying purposes. Youth is imaginative,and if the imagination be strengthened by discipline,this energy of imagination can in great measure be preserved through life.The tragedy of the world is that those who are experienced have feeble imagination. Fools act on imagination without knowledge;pedantsact on knowledge without imagination.The task of a university is to weld together imagination and experience. These reflections upon the general functions of a university can be at once translated in terms of the particular functions of a business school. We need not flinch from the assertion that the main function of such a school is to produce men with a greater zest for business. In a simpler world, business relations were simpler, being based immediate contact of man with man and on immediate confrontation with all relevant material circumstances. Today business organization requires an imaginative grasp of the psychologies of populations engaged in differing modes of occupation; of populations scattered through cities, through mountains, through plains; of populations on the ocean, and of populations in mines, and of populations in forests. It requires an imaginative grasp of conditions in the tropics, and of conditions in temperate zones. It requires an imaginative grasp of the interlocking interests of great organizations, and of the reactions of the whole complex to any change in one of its elements. It requires an imaginative understanding of laws of political economy, not merely in the abstract, but also with the power to construe them in terms of the particular circumstances of a concrete business. It requires some knowledge of the habits of government, and of the variations of those habits under diverse conditions. It requires an imaginative vision of the binding forces of any human organization, a sympathetic vision of the limits of human nature and of the conditions which evoke loyalty of service. It requires some knowledge of the laws of health, and of the laws of fatigue , and of the conditions for sustained reliability . It requires an imaginative understanding of the social effects of the conditions of factories. It requires a sufficient conception of the role of applied science in modern society. It requires that discipline of character which can say “yes” and “no" to other men, not by reason of blind obstinacy, but with firmness derived from a conscious evaluation of relevant alternatives. The universities have trained the intellectual pioneers of our civilization---the priests, the lawyers, the statesmen, the doctors, the men of science, and the men of letters. The conduct of business now requires intellectual imagination of the same type as that which in former times has mainly

Unit 3 Schools and Universities原文答案

Unit 3 Schools and Universities Thinking Ahead Students are asked to discuss the following questions in groups. The reference answers for the questions are offered below: 1. Do you like your university? Describe your dream university. Well, I love it. It is awesome! I’ve never had so much fun or learned so much about a topic, or most importantly, learned so much about myself. I’ve met so many great and diverse people and been in situations that I never thought I’d ever be in. I would not trade my years at the university for anything. My dream university is the one where I can breathe the cool air and chat with my easy-going friends about our common interest freely. The beautiful campus with a lake and extensive parkland greenery is a must. Moreover, I dreamed of joining numerous student clubs and other organizations which demonstrate the breadth of student interests in academic and career areas, social issues, athletics and much more. In my opinion, studying in a university is an experience that goes far beyond lectures, and the academic life should be dynamic and vibrant（生气勃勃的）. 2. How do you make use of the facilities and resources in your university? My university boasts numerous facilities including library, gym, pub, etc, among which the library and gym are the two which I make full use of. As for me, study is still the priority. The library facility includes traditional reading areas where silence is the rule; there, it is less likely to be distracted by the noise outside. There are also areas designated for group study where you can communicate and interact with your colleagues for group projects. Also, the enormous collections of the books help to broaden my horizon and the library staff provide us with the effective Internet searching strategy, which enables me to study independently. Moreover, being in good physical health is critical to maintaining good academic standing as well as quality of life. The campus gym offers enormous facility with spaces and programs for students at all levels of physical skill and activity. I go to gym three times a week to get good workout. It helps me to relax and release the stress, and concentrate easily on my academic study. Part I Video Time In this part, students will have 2 tasks to accomplish. Task 1 In task 1, students will watch a video clip about the University of Oxford, one of the leading universities in the world, and then do the exercises as required. Before watching, students are supposed to read the words, expressions and cultural notes related to the video. Transcript The University of Oxford Oxford is the oldest university in the English-speaking world, a city that lives and breathes education, a place where you can think rigorously, where you can grow intellectually, an institution that has been educating world changing leaders for over 800 years, and draws together the finest men across the globe. At Oxford, you have all the resources of the Oxford University at your fingertips, some of the finest libraries, academic departments, and research labs in the world. “Oxford is the pre-eminent research university that, when it does things, it does things at the very very highest level. And serious-research universities are places where the cleverest people on the planet think really hard about the hardest problems on the planet.” “I would say that the things that strike me the most about Oxford, what I do appreciate about it the most is that it taught me to think again. That the spirit in the air, of learning, of feeling like you are a part of a long legacy of centuries of academic excellence, and being around people also who reaffirm that.” As a student at the Oxford University, you become a member of an Oxford college, which contains a wealth of history and tradition. There are 39 different colleges in the university; each has its own academic fellowship and individual student community. The colleges have their own dining hall,