Ordinary Universities Research Articles

EuGH, 30.9.2003, C-224/01, Gerhard Köbler v. Republik Österreich - Liability of a Member State for Damage Caused to Individuals by Infringements of Comm

Mr Köbler has been employed since 1 March 1986 under a public-law contract with the Austrian State in the capacity of ordinary university professor in Innsbruck (Austria). He applied for the special length-of-service increment for university professors. He claimed that, although he had not completed 15 years? service as a professor at Austrian universities, he had completed the requisite length of service if the duration of his service in universities of other Member States of the European Community were taken into consideration. He claimed that the condition of completion of 15 years service solely in Austrian universities amounted to indirect discrimination unjustified under Community law. The Verwaltungsgerichtshof (Supreme Administrative Court) referred to the Court a request for a preliminary ruling, which it later withdrew. It also dismissed Mr Köbler?s application on the ground that the special length-of-service increment was a loyalty bonus which objectively justified a derogation from the Community law provisions on freedom of movement for workers. Then Mr Köbler brought an action for a declaration of liability against the Republic of Austria for breach of a provision of Community law by a judgment of the Verwaltungsgerichtshof, Austria before the Landesgericht für Zivilrechtssachen Wien (Regional Civil Court, Vienna), which referred to the Court for a preliminary ruling several questions. The Court held that the principle that Member States are obliged to make good damage caused to individuals by infringements of Community law for which they are responsible is also applicable where the alleged infringement stems from a decision of a court adjudicating at last instance where the rule of Community law infringed is intended to confer rights on individuals, the breach is sufficiently serious and there is a direct causal link between that breach and the loss or damage sustained by the injured parties. In order to determine whether the infringement is sufficiently serious when the infringement at issue stems from such a decision, the competent national court, taking into account the specific nature of the judicial function, must determine whether that infringement is manifest. Secondly, the Court held that a measure such as the special length-of-service increment under Austrian law results in an obstacle to freedom of movement for workers which cannot be justified by a pressing public-interest reason. Finally, the Court decided that an infringement of Community law, such as that stemming in the circumstances of the main proceedings from the judgment of the Verwaltungsgerichtshof, does not have the requisite manifest character for liability under Community law to be incurred by a Member State for a decision of one of its courts adjudicating at last instance.

Contesting a Hybrid Firm at a Traditional University

This paper presents a challenge to the idea of what some scholars have called the entrepreneurial university. By applying and elaborating on Thomas Gieryn’s concept of boundary work, it offers evidence to the effect that developing an entrepreneurial university is not as straightforward as it may seem from a more generalized perspective. Developing such an entity, at least in the confines of traditional, public-funded universities, is complicated by the emergence of a boundary between public and private activities. This study focuses on a potential hybrid research group: an academic group that sought to fuse its research with potential business activity within an ordinary university department. Controversies over four distinct issues arose: 1) the bureaucratic authority of a department chairman, 2) the allocation of teaching loads, 3) the ownership of research tools and materials and 4) the intellectual property rights of the researchers. Ultimately, the controversy was resolved through a formal written contract that established two boundaries: a border between the social roles of university researchers and those of private entrepreneurs, and a physical separation of the work done by academic projects from that of corporate development. As a result, the hybrid research group/firm was ‘purified’ into a private entity with no direct ties to the university.

Management mechanisms and financing of higher education in Germany

The higher education sector has to face competition much in the same way as other economic entities do. Much has been done to introduce reforms making use of economic terms and concepts. This paper will highlight the manner in which different models for financing higher education can contribute to the management of higher education. The general higher education framework in Germany -- which differs from that in other countries -- has to be taken into account. Amongst these differences are notably: -- the absence of fees as an instrument for the financing and management of higher education; -- the fact that only a restricted number of students are selected by institutions of higher education. Where student numbers for subjects in great demand are too high, applicants are distributed amongst various universities by a central office. This paper is divided into four part: (1) an analysis of the German higher education system,: (2) an examination of different management methods relating to a new system of distributing students amongst the different types of institutions (ordinary universities and universities of applied sciences -- Fachhochschulen). A discussion of the management of student distribution within a given university follows. (3) In this context, it is recommended to introduce a market-oriented system of tuition fees instead of making provisions for student admission on the basis of available capacity, curricular standards (CNW) and centralized procedures of the distribution of students; (4) conclusions are drawn from these reforms in order to develop systems for performance analysis (management accounting and control).

Novices, Apprentices, and Mnemonists: Acquiring Expertise with the Phonetic Mnemonic

Three kinds of participants can be identified in research with the phonetic mnemonic—novices, apprentices, and mnemonists, and most research has involved novices. Two experiments investigated whether ordinary college students using the phonetic mnemonic could duplicate two feats of Luria's memorist identified as S: memorizing a 20-digit matrix in 40 seconds, and memorizing a 50-digit matrix in 3 minutes. Experiment 1 was a large-n study in which novices were provided with phonetic keywords along with the matrices; nearly half of the students successfully memorized each matrix with no errors in recall. Experiment 2 was a small-n study in which apprentices were not given the keywords with the matrices; three of the four students also successfully memorized each matrix with perfect recall. The results suggest that ordinary college students are capable of acquiring a level of skilled memory that rivals the abilities that appear to be innate or idiosyncratic in memorists and mnemonists, and that additional research with mnemonic apprentices might be beneficial. © 1997 by John Wiley & Sons, Ltd.

Part-time studying at Norwegian universities

This article examines the extent of part-time studying among students in ordinary university courses in Norway, the reasons for studying part-time, and its effects on study behaviour, study progression, and academic achievement. The article, based on six surveys among university students, indicates that between one fourth and one third of the student population at Norwegian universities must be regarded as part-time students. There are, however, large differences between fields of study.

The effect of social contact on college teachers’ attitudes toward students with severe mental handicaps and their educational integration

ABSTRACT 74 full‐time teachers in a tertiary college completed a 68‐item questionnaire about their attitudes toward students with severe mental handicaps and their educational integration into ordinary colleges. The results showed that college teachers who (i) had training in teaching students with learning difficulties, (ii) were aware of the link programme between their college and a local school for pupils with severe learning difficulties, and (iii) had experienced social contact with severely handicapped students expressed more positive attitudes and emotional reactions toward severely handicapped students and their educational integration. The study concludes that in order to make link programmes more effective and to foster more favourable attitudes towards severely handicapped students, colleges need to engineer more opportunities for discussion about the rationale of link programmes and for making social contact with the students involved.

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TAT has two defects: one is the difficulty of using it in groups and the other is the limitation of the materials which makes it difficult to select proper ones case by case.In order to eliminate those two defects just mentioned above, this Scenario-Test is devised and its method is to use words, instead of pictures, as the materials to stimulate fantasies of subjects.Scenario-Test in this report is mainly for mental hygiene of university students and has five themes: (1) Relationship of a subject with his parents (required characters: Person A and A's parents), (2) relationship with his associates (required characters: Person A and one of his associates), (3) relationship with the opposite sex (required characters: Person A, a male and Person B, a female), (4) relationship with his superiors (required characters: Person A and his superior), (5) afflictions and self-image (required characters: a Person with affliction).This report consists of two parts. The first is the results of comparison between the data of this test and other ones including TAT, SCT and the Inquiry of life history, as fundamental data. The second part is the summarized report of this test taken by ordinary university students.(1) 98 students of some nurses' training school taken up as materials were devided into two groups. A group of them consisted of 50 members, and took this test, TAT with 10 original cards chosen according to the same way as that in a Osaka University, and the Inquiry of life history. 48 members belonging to B group took this test, SCT and the Inquiry of life history. The result indicates that Scenario-Test is more similar to TAT than to SCT and that it has a high possibility to project the considerably deep image of the subjects.(2) The papers of Scenario-Test taken by 1062 Osaka University freshmen who entered the university in 1960 were collected at the comparatively high rate of 91.2%. From those, 272 male students who showed less rejections in the test were arbitrarily picked up as the subject of study to determine the standard of interpretation. These materials, classified into each story, were devided into items such as length of the sentences, construction of the stories, setting up of the heroes, theme of the stories, and mode of the characters' personal interrelationship, with the explanation of characteristics on each item.

The conduction velocity of the ulnar nerve and the spinal reflex time measured by means of the H wave in average adults and athletes.

An attempt was made to ascertain whether physical exercise might cause increase of the conduction velocity of the nerve fibers in young adults. Experiments were carried out on 32 university student athletes and 6 professional athletes with controls of 30 ordinary university students. The ages of these subjects ranged from 20 to 36 years. For the purpose of measuring the conduction velocity of the ulnar nerve, square wave stimulation of 0.5 msec. duration was applied to the ulnar nerve at the axilla, elbow and wrist, and evoked myograms were picked up from the hypothenar eminence muscles. The spinal reflex time was measured as the latency of the H wave which was recorded from the gastrocnemius muscle by stimulating the posterior tibial nerve at the popliteal fossa. Room temperature was carefully kept at 30°C during the experiments. (1) The average maximum conduction velocities of ulnar nerve fibers were 67.0±2.5 meters per second in the forearm and 67.6±2.6 meters per second in the upper arm in the control group and 66.5±2.3 meters per second in the forearm and 67.2±2.6 meters per second in the upper arm in the athletes group. It was noticeable that any significant differences were recognizable neither between the data of the forearm and upper arm in the two groups nor between those obtained in the athletes group and the control group. (2) No significant difference as to the spinal reflex time and the spinal reflex index was seen between the two groups, judging from the patterns of their distribution depicted in the graphs. The spinal reflex index is an index which corresponds to the mean conduction velocity of the impulse over the reflex arc. (3) Distinct individual differences in the maximum conduction velocity of ulnar nerve fibers were observed in both groups. However, no factor was found which might be related to the individual differences from the viewpoint of anthropometric measurements and skillfulness in sport. From these results, it may be said that no kind of physical exercise increases in the conduction velocity of the nerve fibers in young adults.

The Great Issues Course at Dartmouth

A LTHOUGH required courses for students in the first two years are a familiar part of ordinary college work, a required course for Seniors, shared by all the members of the class, is an innovation in the usual mid-century procedures of American higher education. The course that occupies this privilegedand exposed-position in the Dartmouth curriculum is the one in Great Issues, which was proposed by John S. Dickey when he became president of Dartmouth in I945. The course was first given, after a year of somewhat arduous and anxious preparation, in the academic year of I947-I948.1 After having lived through a probationary period, at the end of which it was carefully scrutinized by the faculty Committee

THE TEACHING OF SCIENCE

AT the Conference on Science and the War Effort arranged in London recently by the Association of Scientific Workers, there were two sessions devoted to the university training of scientific workers and the training of technical personnel. These sessions, which were attended by well over a hundred people, were remarkable for the wide range of teaching activity represented among both speakers and audience. Nearly every sphere of science teaching was represented, and the speeches dealt with ordinary university and polytechnic courses, the training of State bursars, the part-time teaching of young people in factories and workshops and the special training of recruits and cadets for the Forces. The limitation of time made it impossible to discuss at any length the teaching of science in secondary schools, but it was realized that the problem of scientific education must be tackled as a whole and that the school part of this is of fundamental importance.

SEMINOMA AND GYNECOMASTIA*

British Journal of UrologyVolume 3, Issue 1 p. 31-40 SEMINOMA AND GYNECOMASTIA* Lorant Sas M.D., Lorant Sas M.D.Search for more papers by this author Lorant Sas M.D., Lorant Sas M.D.Search for more papers by this author First published: March 1931 https://doi.org/10.1111/j.1464-410X.1931.tb11085.xCitations: 1 * Report from the Urologie Clinic (Physician-in-Chief, Dr. G. v. lllyées, Ordinary University Professor) and from the I. Surgical Clinic (Physician-in-chief, Dr. Tibor v. Verebélÿ, Ordinary University Professor of the Budapest Royal Hungarian Pázmány Péter University). AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume3, Issue1March 1931Pages 31-40 RelatedInformation

Some Aspects of a Junior College

What is a junior college? At least three types of institutions have been called junior colleges by one or another writer. First, the freshman and sophomore years of the ordinary college course are designated by many universities as the junior college. Secondly, certain minor colleges in some of the states, notably Missouri, have found themselves unable to cope with the increasing outlay necessary to meet the requirements set by standardizing associations and state legislatures for institutions offering a complete college or university course. Hence, many of these institutions have arranged to give only two years of work and of such a nature as to articulate well with the upper two years of regular college courses. Such institutions are called junior colleges. Thirdly, in an increasing number of communities there is a demand for post-graduate work in high school or for an extension of the high school to include the first or first and second years of the college. The most common expansion includes both the first and second years. This extension of high school, or this adding of two years to the usual four years of high-school work, comprises the junior college as discussed throughout this article. The junior college of this type probably first originated in definite form at Joliet, Illinois, under Principal J. Stanley Brown of the Township High School. It has since spread to a number of states but has received its highest development in California. In California, the junior college has a definite legal standing and receives state aid directly according to law. In Minnesota, a number of junior colleges have been organized as integral parts of publicschool systems. Rochester, Faribault, Jackson, Cloquet, Eveleth, and Hibbing have all attempted the organization of such an institution. In this state, there is no legal recognition of the junior college as an institution, but the school revenue laws are of such a nature as to make it possible for a community to determine upon its own

Mathematics for Astronomy and Navigation

I was led to the present subject by observing that every one, almost without exception, is interested in astronomy, yet from lack of learning spherical trigonometry very few of those who have passed through an ordinary school and college course of mathematics can understand a book of physical astronomy, or at least any other than a very elementary and popular exposition of this royal science. The ordinary well-educated man cannot only not predict an eclipse, but he has no idea of the method followed in the prediction. His astronomy is all taken on faith or on authority; he knows only results, nothing of processes. The work of Kepler is as much a mystery to him as a theological dogma. If he possess a telescope, he can use it little better than a toy; he has no power of adding anything to the sum of astronomical knowledge. Now this seems a pity: I think it is not necessary, for my experience tells me that spherical trigonometry is not much harder than plane trigonometry.

The Value of Useless Studies

IT is rather surprising that Prof. Ayrton should indulge in covert sneers at Universities for devoting themselves to useless studies. It certainly ill becomes one whose life is bound up with electrical science, which is of such recent growth that nobody can pretend to forget how it owes its origin to those who studied it while useless. If Universities do not study useless subjects, who will? Once a subject becomes useful, it may very well be left to schools and technical colleges, to patent-mongers, and the trade. Mr. Bury is, on the other hand, mistaken in two respects. That a subject is useless is hardly worth considering as a recommendation for its being made compulsory on students. There are too many useless subjects for that. The great objection to compulsory Greek is that it is the principal stumbling-stone in the way of any literature being studied by ordinary University students. The Bible produced very little effect until it was read in translations; and the danger of a pagan revival, if ancient literature were studied without the obstruction of difficult languages, is the best reason for insisting on these languages in a Christian University. The second mistake of Mr. Bury is that it is any part of the business of a Universtiy to teach. Universities should certainly give facilities for students to learn. It is the business of the students to learn. If they are so ill prepared that they have not acquired the art of learning, they should go to a college or school or private teachers, and get taught; for teaching is the business of these institutions and persons. The business of Universities is to advance culture and knowledge, and to afford students an opportunity of learning how to do this. Prof. Ayrton, by omission rather than by commission, seems utterly unable to appreciate the value of literature for its own sake. How can all this fierce toil he extols so justly advance a lot of savages?