Founded 1326 as University Hall by Richard de Badew. Refounded 1338 as Clare Hall by Elizabeth de Clare. Became Clare College in 1856. Sister College – Oriel College Oxford. Men and women – Undergraduates 510 Postgraduates 300. Clare College is situated just a little to the west of Cambridge city centre and is one of the institutions that make up ‘The Backs’, a collection of magical colleges that sit beside the beautiful River Cam near Queen’s Road. It is the second oldest college in the university, after Peterhouse, and educates 300 postgraduates and 510 undergraduates. The college, along with next-door neighbour King’s, has a track record of being liberal and progressive with a clear and open admissions policy. It was in the first batch of Cambridge colleges to accept women in 1972 and now has an even gender mix. A pioneering policy to broaden admissions has resulted in Clare now having more state educated students (67%) to independent among homegrown members. The Clare student newspaper ‘Clareification’ has a cult following and recently won ‘Best University Paper’ despite criticism by its own master as being ‘an unholy cross between the Sun (tabloid) and Private Eye (satirical)’. Idyllic setting ‘I didn’t know places like this really existed, I thought they were the invention of film makers’, one English tourist exclaimed as I was taking my photographs. ‘The Backs’ are the most romantic and most photographed part of Cambridge and Clare boasts the oldest current bridge that spans the peaceful river with its fleet of punts gently gliding by. This stone bridge has fourteen balls adorning it of which one has a missing slice -– according to legend an angry builder removed this because he was paid less than expected. Some of the mor... ... middle of paper ... ...e of educating the orphaned sons of bakers, one such orphan was William Whitehead (1715-85) who went on to become Poet Laureate in 1757. Avoids pretentiousness Clare students enjoy a diverse and supportive community that fosters mutual respect – avoiding pretentiousness at all levels. A full range of societies, sports clubs and art projects are on offer to provide members with the opportunity to recharge their batteries. The college has a renowned music society that offers substantial grants to gifted students, a debating society for those who enjoy arguing and an investment fund, managed by members keen to gain experience of the stock market. Clare looks for enthusiastic applicants who display a passion and commitment to their subject coupled with high academic ability and a capacity for hard work. A working class educational background is definitely not a barrier!
do credit it to the famous and wondrous Seven Mile Bridge. It should get billing as one of the 7 Wonders In Our Manmade World, and you'll see beautiful
"I sincerely admire the scholarship of the three women to whom it is to be given and I should be very glad to be classed with them. I furthermore think it highly probably that the Radcliffe degree will be regarded, generally, as the practical equivalent of the Harvard degree. Finally, I should be glad to hold the Ph.D. degree for I occasionally find the lack of it an inconvenience; and now that the Radcliffe degree is offered, I doubt whether the Harvard degree will ever be open to women. On the other hand, I still believe that the best ideals of education would be better served if Radcliffe College refused to confer the doctor's degree. You will be quick to see that, holding this conviction, I cannot rightly take the easier course of accepting the degree" (2).
During his teens, Roger Williams came to the attention of Sir Edward Coke, a brilliant lawyer and one-time Chief Justice of England, through whose influence he was enrolled at Sutton's Hospital, a part of Charter House, a school in London. He next entered Pembroke College at Cambridge University from which he graduated in 1627. All of the literature currently available at Pembroke to prospective students mentions Roger Williams, his part in the Reformation, and his founding of the Colony of Rhode Island. At Pembroke, he was one of eight granted scholarships based on excellence in Latin, Greek and Hebrew. Pembroke College in Providence, once the women's college of Brown University, was named after Pembroke at Cambridge in honor of Roger Williams.
Winston Churchill was born unexpectedly at Blenheim Palace, a country house in Woodstock, Oxfordshire. He was the youngest son of Randolph Churchill and Jennie Churchill. Addison stated, “Winston’s father, Lord Randolph Churchill, was a younger son of the seventh duke of Marlborough, a substantial Tory statesman who had held office under Disraeli” (Addison 8). His father was a successful man. Addison added, “His mother, Jennie Churchill, was the daughter of a New York financier, Leonard Jerome, and his wife Clara” (Addison 7). He did not spend much time with his parents. Addison comments, “Neither of Churchill’s parents lacked affection for Winston, but they saw little of him and he felt profoundly neglected” (Addison 11). His parents were pushy and did not think much of him. Winston Churchill had two brothers, one of which was a bad person and the other was calm. The author describes the oldest brother, George, by stating, “He scandalized contemporaries with his adulterous affairs, sold off the Blenheim art collection, and died in his laboratory at Blenheim ‘with a terrible expression on his face” (Addison 9). Winston Churchill’s oldest brother had a bad history that he was known for. Winston Churchill had a wife name Clementine Hozier. He proposed to his wife at Blenheim Palace and they had five children. Clementine Hozier supported him through all of his fights and elections. However, Winston Churchill was a big achiever during his lifetime. He won the Nobel Peace Prize for Literature in 1953. He achieved many goals, such as being a soldier, politician, prime minister and writer. Winston Churchill knew that he was capable of failing and when he did, he did not let that stop him from being successful. He was one of the world’s ...
How imperative is it that one pursues a traditional college experience? Although it might appear that Charles Murray and Liz Addison are in agreement that the traditional college experience is not necessary for everyone, Addison provides a more convincing argument that higher education is necessary in some form. This is seen through Addison’s arguments that college is essential to growing up, that education is proportional to the life one lives, and that community college reinvents the traditional college experience. Not only does Addison have her own opinions about college, but Murray does as well.
Colleges and universities in the past were limited to one type of student, upper class males, but now colleges and universities are centers of education for people of all backgrounds. People from different backgrounds and opinions congregating at these centers of education, forced many colleges to evolve. By giving colleges and universities a large variety in their students, it forces them to ditch a standard on education. Due to this fact, all colleges and universities must deliver an assortment of options in the effort of giving everyone the best education possible. Evolution for colleges and universities did not end there; due to the birth of the world wide web most colleges and universities now give the option to enroll in online classes. This rise in online education spawned a new form of university, fully online universities. Author Graeme Wood presents in his essay, “Is College Doomed?” a wonderful example of what a college or university should not be. Graeme Wood describes Minerva, an online university with the goal of stripping education to only the essentials. Minerva wants to take away campuses, sports, lectures, and most amenities leaving only their version of education. Minerva’s goal to take away options for students reduces their reach, leaving only a select few with the desire to join Minerva. Limiting students only leads to a worse education, especially since the students are the ones paying for the version of education they desire. College’s most valuable asset is their plethora of options in living, community forming, studying abroad, and variety of classes, this aspect of college in particular is what creates a perfect education for any student.
The Christian Brothers of Ireland, followers of Edmund Ignatius Rice, founded the school in 1960. Edmund Rice was bom in 1762. He was educated first at home, then in a 'hedge school', and finally in Kilkenny, Ireland. Mr. Rice married, and became a prosperous merchant and a leader of Catholic activities in the City of Waterford. After the death of Edmund's wife, he had intentions of entering a monastery on the continent, but the Bishop of Waterford encouraged him to stay in Ireland and begin a school for poor boys. The new school greatly effected the youth of Waterford that Edmund soon had requests to open schools in other cities. Pope Pius VII gave papal approval to the Congregation in 1820. Edmund took the name of Brother Ignatius and in 1822 Brother Edmund Ignatius Rice was elected the first Superior General of the new congregation. Brother Edmund Ignatius Rice died on August 29, 1844, at Mount Sion, Waterford. In 1997 Brother Edmund Ignatius Rice was declared Blessed by Pope John Paul II.
Students are given the opportunity to live and go to school with other students that have similar ambitions at heart. At my school, it is extremely rare to find other students who also have the desire to do more than what is minimally required to pass their classes. Simply being placed in an environment where everyone wants to be at school, and working towards the best education possible, would not only be motivational, but inspiring. The experience of meeting current Gatton Academy students has alone given me the inspiration to reignite my dreams of making a difference in the scientific community. It is thrilling to even think about having this stimulation surrounding me on a daily basis.
In their book Paying for the Party, Armstrong and Hamilton discuss how universities take class differences and class projects of distinct women to define what will be their college experience. In their book, Armstrong and Hamilton define class projects as individual and class characteristics that defines a person’s agenda and class- based orientation. Hence, people with similar class projects, not only shared the same financial and cultural resources, but also the same expectations toward school. (Armstrong & Hamilton, 2013). As a result, Armstrong and Hamilton claims that students with similar class projects end up becoming a collective constituency and a representative group for the university, whom in turn must take their interests to form a college pathway for them. Therefore, a college pathway for Armstrong and Hamilton refers to how universities are able to take successfully the interests, class characteristics and expectations of students to mold within the organizational and architecture context of the school. In a way, each college pathway is built not only to represent, but also to provision and guide the different types of students in a college.
1. In 2001, almost fifteen million students attended postsecondary institutions in the United States and more than half of these students were women. Of these female students, ninety-eight percent of them attended coeducational institutions, but only two percent of them attended women's colleges (Langdon 2). While this data statistically documents American society's strong belief in the value of coeducation, it also highlights the recent decline in the popularity of women's colleges. As American society has come to believe that the problem of inequality in the education of men and women is no longer pertinent due to the fact that women are now afforded access to higher education, the country has discredited the validity of women's single-sex education. However, the surviving women's colleges are challenging this access-based definition of equality by renewing their mission statements and strengthening their educational goals. By refusing to equate equality of access with equality of opportunity and therefore recognizing the gender inequalities present in the educational system, women's colleges currently serve as the best way to prepare female students for active participation in the public sphere.
When we think of Napoleon, we think of massive military conquest comparable to the Roman Empire. However, there are also the numerous reforms he made to domestic policy during his reign of 1799 to 1815. There are three main viewpoints relating to his domestic policy. The first is by Godechot who believed Napoleon "changed the history of France and the world". He thought that Napoleon's policies truly benefited France. However, a contrary viewpoint is made by Seward who thought Napoleon was a demagogue who had an "obsession with power". A third median of the two extremes was proposed by Soboul. Soboul thought that Napoleon advantaged France in some ways but hindered in others.
Education has been the hurdle keeping women from gaining equality in society, by separating them from their male counterparts. Women who sought higher education were considered, heathens and the most disgusting beings that would perish. Without education to empower them, women were stripped of their dignity and rights by their husbands and other men of the community. The struggle for women higher education is a battle that still has not reached its citadel.
The first all female schools began in the early 1800’s. These academies favored more traditional gender roles, women being the home makers and the men being the bread winners. The first generation of educated women was the result of single-sex colleges in 1873. Wendy Kaminer, an investigative journalist, states that “single-sex education was not exactly a choice; it was a cultural mandate at a time when sexual segregation was considered only natural” (1). Women of this time were technically not allowed to attend school with males. Feminists of this time worked hard to integrate the school system and by the early 1900’s, single sex classrooms were a thing of the past. In 1910, twenty-seven percent of colleges were for men only, fifteen percent were for women only and the remainders were coed. Today, women outnumber men among college graduates (Kaminer 1). After all the hard work of early feminists, there are thousands of people today who advocate bringing back the single sex classroom.
At this point, Mary is sitting at the edge of a pond at “Oxbridge,” a fictional university meant to suggest a combination of the names Oxford and Cambridge, two major British Universities. Mary begins to think about the projected thesis statement, when she is interrupted by a beadle (security guard). He informed her that women are not allowed to sit in the area unless accompanied by a male student.