This study examines the Canadian provincial government expenditures for post-secondary education and develops and estimates a model that describes factors influencing the expenditures. A historical background to the expenditures is followed by a descriptive analysis of the expenditures. Ultimately, a theoretical model is constructed and estimated for the ten provinces for 1977 to 1991. Government funding for post-secondary education is provided by both the federal and provincial governments. A history of government funding is presented with an emphasis on the withdrawal of the federal government from direct financing and the ensuing decline of its influence on the provincial government expenditure decisions. An extensive description and analysis of the provincial government expenditures are presented. The expenditures are examined relative to economic and demographic variables. A number of broad trends and notable exceptions are described. A theoretical model is developed on the basis of utility maximization by the provincial governments. The reduced form of the model describes provincial expenditures for post-secondary education as a linear function of a series of economic, financial, price, demographic and political variables. The successful estimation of the model establishes it as a useful construct for describing the determinants of the provincial expenditures. The estimated determinants of expenditures describe an important role for the state of the provincial economy, a minor role for the price variables, a mixed role for the federal grants, a negligible role for the demographic variables, an innocuous role for the other government expenditures and no role for the political variables. The study concludes that post-secondary education is a low priority expenditure for the governments, the structure of the federal grants is generally unfavorable to post-secondary education, and other government expenditures are not competitive substitutes for post-secondary education.

The primary purpose of this study was to compare the effects of icon-based listening outlines and language-based listening outlines on the degree of liking scores and musical knowledge scores of nonmusic majors enrolled in music appreciation courses. A secondary purpose was to examine interactions between the methods of instruction and the students' age, gender, teacher, and primary language with the dependent variables of degree of liking and musical knowledge scores. One-hundred and ninety-seven university undergraduates enrolled in six intact music appreciation classes served as subjects for the twelve week study. Three instructors, each teaching two intact music appreciation classes, taught both methods. The study used a pretest/posttest two group experimental design to answer fourteen research questions. The results indicated that degree of liking scores and musical knowledge scores significantly improved between the pretests and posttests regardless of method of instruction. Results also revealed a significant interaction between method and time of test for both degree of liking and musical knowledge. Students using icon-based listening outlines showed a greater increase in degree of liking scores and musical knowledge scores from pretest to posttest than the students using language-based listening outlines; however all increases were slight. Results also revealed significant interactions among teacher, primary language, and musical knowledge scores and among teacher, method of instruction, and musical knowledge scores.

The purpose of this study was to determine if a composite Research Activity Index (RAI) score could be developed for each major research university in the United States. Such an index if more valid and reliable than existing univariate rankings, would be a valuable instrument for the objective measurement and dissemination of research activity information. Composite RAI scores were developed for each major research university included in this study. The primary data sources were the National Science Foundation's University Science Statistics and the Association of Research Library's ARL index. Eleven variables were used to develop the RAI. They were average percentage change in research and development expenditures over four years; total research and development expenditures; total capital expenditures for scientific and engineering facilities and research equipment for research, development, and instruction; full-time scientists and engineer employed; part-time scientists and engineers employed; full-time graduate science students enrolled; part-time graduate science students enrolled; postdoctoral personnel; other non-faculty doctoral research staff/students; Phd's awarded per year; and the Association of Research Library's annual index. Principal component analysis was used to produce the RAI scores. The RAI was validated by examination for systematic bias, by analysis of each variable's contribution to the outcome, by comparison to the traditional research and development expenditures ranking, and by having the statistical methods reviewed by a noted statistician. Reliability was established by reviewing the stability of the data bases and variable's definitions over time, by reviewing their stability in previous studies, and by determining that like universities produced like RAI scores. This study demonstrates that an objective composite RAI can be developed from existing data and that the index is more valid and reliable than current, unitary research measures. The RAI has the potential for assisting national policy analyses and university management, strategic planning, and evaluation. The RAI allows for historical, longitudinal, and trend analysis; comparative analysis on a national, regional, state, or university basis; and the potential setting of objective, future research goals with subsequent evaluations based upon actual performance of RAI scores.

No description available.

No description available.

Over the last generation scholars have demonstrated the fundamental importance of astrology in the early modern European worldview. While detailed studies have been undertaken of England and many areas of continental Europe, the Scottish experience has been almost completely overlooked. This thesis seeks to address that gap in the literature and recover a lost dimension of early modern Scottish intellectual life, one that was central and influential for a considerable period of time. The thesis examines the place of, and perceptions about, astrology in Scotland ca. 1560-1726. It demonstrates that despite well-worn arguments against it on theological, theoretical, moral-psychological and effectiveness grounds, astrology was largely accepted throughout all sectors of Scottish society until at least the final quarter of the seventeenth century. Opportunities to learn about it were widespread after the Reformation. As evidenced by student notebooks, it was taught in all of the universities, whose library contents reflect the subject's importance, and it was readily available to a large proportion of the populace through almanacs and other popular literature. Its uses, too, were widespread and various. Medical practitioners, both qualified and non-qualified, drew on it as a diagnostic, prognostic and therapeutic guide and natural philosophers used it to ponder the phenomena and cycles of nature and human chronology. For those involved in negotiating the environment it was an aid to the timing of activities, while individuals interested in predicting future events and conditions could attempt to do so using the rather more suspect judicial astrology. By the last two decades of the seventeenth century, however, astrology was losing credibility among the educated, and the thesis examines and evaluates the factors that contributed to this, which include the ousting of scholasticism from academia by new approaches to understanding the natural world, the increasingly tainted image of the astrologer and the difficulty, if not impossibility, of subjecting astrology to the new experimental methods of the virtuosi.

The small cemetery is all that remains ofthe Snow Kirk! in Old Aberdeen. The church itself fell into ruin in the eighteenth century having been used bythe Catholic community since the Reformation? The churchyard, however, continued to be used ' for Catholic burials into the twentieth century. Two wall plaques record the burial there ofthe brothers, John and James Sharp both priests who had worked on the mission in Scotland for many years? The funeral monuments attest to their piety and in John's case state that he hadbeen educated at the colleges at Scalan in Upper Glenlivet and Valhido'lid in Spain.4 Praise follows for his great learning and for his personal culture and manners:s the implicatIOn being that he owed these qualities to .. his education at the colleges. It is particularly charming that,the epitaph pll\~es equal emphasis on learning and urbanity. He had been trained at a Scots College abroad in the penal times when it was illegal to receive such an education in Scotland. While his . . memorial tablet commemorates his achievements the majority of Scots Catholics who attended the colleges abroad during the penal times have gone unrecorded.6 This dissertation will attempt to identify those students who through their contributions to cultural life of Scotland and elsewhere deserve greater academic attention. Historians have written on aspects of Catholic history during these times. Alphons Bellesheim7 , J F S Gordon8 and William Forbes-Leith9 have produced histories ofthe Catho~.ic Church in Scotland. Their accounts, though ofgreat value, are more than a century old with consequent short-comings. Bellesheim, the German historian, wrote his four volumes on the history ofthe Church in Scotland from the earliest times. Volume 4 deals with post-Reformation history and concentrates on missionary work, particularly that of the Jesuits, in Scotland. The style is anecdotal and his approach is hagiographical. Gordon wrote his history in anticipation of the reestablishment ofthe Scottish hierarchy in 1878. The main part of his text is devoted to ', supporting this and the Penal Times are covered only in an extensive foreword in which he attempts a broad sweep ofthe subject and like Bellesheim relies heavily on unreferenced source material. Both ofForbes-Leith's major works are heavily dependent on the accounts ofthe troubles of Catholic individuals from the late sixteenth to the eighteenth century. In nature they are family histories dominated by a small number ofnorthern families including:tJordon, Forbes and Leith. In all these histories passing reference is made to the Scots colleges abroad but no asse~~mentof their impact is attempted. More recently Mark DilworthlO , Maurice Taylorll and Brian M Halloranl2 have produced histories of individual Scots colleges and an anthology ofessays on the Pontifical Scots College in Rome was produced to' celebrate its 400th anniversary.13 The Innes Review continues to produce scholarly articles on many aspects of Scottish CathoIicism.14 However, the vast majority ofthese accounts are focused exclusively on religious matters as is unsurprising since almost all ofthe historians involved are ordained priests, secular and regular, and therefore writing from a professional or vocational perspective. IS The impact ofthe Scots Catholic colleges in Europe during ,' this period has not yet been addressed as a whole, either in terms ofsecular history or ofthe wider influence ofthe alumni ofthe colleges. This dissertation has two foci. The first is a statistical analysis ofthe prosopographical information contained in the college registers ofstudents. Together with other archival material this gives a view ofpatterns of attendance and trends sustained over time. The main details covered with regard to the students are age, family background (social and occupational), geographical origin and relationships with wider Catholic and Scottish networks. This is all original work based on primary sources.16 The last comprehensive review ofthis college material was organised by P J Anderson17 more than a century ago and consisted ofthe assembly ofprimary material without translation or analysis. More recent attempts at prosopography have been those ofHalloran (a partial reconstruction ofthe missing Paris college records) . and Dilworth (a listing ofthe known members ofthe Wiirzburg Schottenkloster). In neither case was any analysis ofthe data attempted. My data base ofstudents was produced after rigorous examination or re-examination of original college archival material surviving in Scotland and on the continent. Wherever possible corroborative cross referencing was made with other archives - particularly those ofthe Society of Jesus18 and the Congregation ofPropaganth'FideJ9 in Rome - and therefore represents a significant advance on any earlier work attempted in the field.• , A second focus ofthe dissertation is on the cultural impact that the colleges achieved through their alumni. In the compass of a doctoral dissertation it is simply impossible to give a full account of the cultural or political activities ofso many individuals active over such a geographical area and a span ofcenturies. The overview attempted is only indicative ofthe scope and degree of influence achieved and in no way intended to be comprehensive or definitive. It is supported quantitatively, however, by the statistical analysis ofthe data base which establishes the minimum numbers of Scottish alumni active in various fields such as the Church, military and state service, commerce, academic research, humanities, art and architecture A number ofthe most famous students ofthe colleges have been evaluated .already as contributors to their own field of endeavour either in biographies21 or within general histories.22 In each case they have been treated as individuals with little suggestion that they belonged to a corpus ofalumni that benefited from the unique privileges which attendance at a Scots college conferred. This omission becomes more regrettable when an assessment is made ofthe other students ofthe colleges in more than two centuries who have escaped the attention of historians or have received only the most peremptory ofaccounts. In a preliminary way this dissertation attempts to sketch some ofthe connections which emerge when these individuals are viewed in context. Again the constraints of space have limited the background which I have been able to provide. What is offered is inte.tfded only to aid the reader in having some .A sense ofthe world in which the Scots alumni existed. It is in .no way . primar;:.to the dissertation or fundamental to its purpose or claims. In my researches I have had access to a number of archives of primary materials. As well as those ofthe Jesuits and Propaganda Fide already mentioned were the MadridlValladolid College (now in Salamanca) and the Roman College: also the Archivio Segreto Vaticano and Biblioteca Apostolica Vaticana were examined for relevant material. The University of WUrzburg kindly allowed me access to surviving manuscripts from that city's Schottenkloster. I have made extensive use ofthe Scottish Catholic Archives in Edinburgh and found valuable material in the Special Collections ofthe University ofAberdeen and in the City ofAberdeen's archives.. ,. The methodology which I have adopted in constructing this dissertation is to have discussed in order the following: the founding ofthe colleges; the basis oftheir academic success; the numbers and backgrounds ofstudents who attended; their contributions to the Catholic mission in Scotland; further contributions to the wider Catholic Church; those alumni who took up significant positions in Military or State service; those who were prominent in scholarly or academic life; and those noted for scientific, business or.artistic excellence. In all cases, where relevant, statistical analysis ofthe data base has been used to support any conclusions drawn. One more point requires to be made in this preface: to declare my personal viewpoint. By confession I am a Catholic, Scottish but ofIrish ancestry. This has driven much ofmy interest in this research but I have striven to avoid it colouring my objectivity. I sta~ed the research in a state of almost complete ignorance and was driven by curiosity which only intensified the more I learned. If! have weighed evidence more lightly or exaggerated outcomes more than a totally objective commentator from a wholly secular background might have done then in my defence I might claim that I have done no more than partially to rectify the imbalance shown by past historians in their almost total neglect or denial ofthe substantial contributions to cultural developments achieved by the Scots Colleges abroad.

M.B.A. / The researcher proposes that there are similarities as well as differences between the private and public institutions. Is it true that the results regarding achievements and quality are better with private education institutions than with public institutions, with much more difficulties facing private education than public education? What are the fundamental differences and similarities between the private and public Higher Educational institutions that lead to their marketing strategies?

This study investigated the levels of involvement in service-learning programs and activities in 4-year public colleges and university that held membership in the Southern Association of Colleges and Schools (SACS).

This study concerns the role of admissions officers in the marketing activities of Texas Colleges and universities. The purposes of this study are to identify the marketing activities of Texas colleges and universities for admissions and recruiting, to determine if these marketing activities vary according to identified characteristics of the colleges and universities, to determine the role of admissions officers in marketing activities, and to determine the organizational structure for marketing activities in Texas colleges and universities.