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A new series of bespoke, full-coverage resources developed for the AQA 2015 A/AS Level History. Written for the AQA A/AS Level History specifications for first teaching from 2015, this print Student Book covers the Royal Authority and the Angevin Kings, 1154-1216 Depth component. Completely matched to the new AQA specification, this full-colour Student Book provides valuable background information to contextualise the period of study. Supporting students in developing their critical thinking, research and written communication skills, it also encourages them to make links between different time periods, topics and historical themes.
This book is not a conventional political narrative of Carolingian history shaped by narrative sources, capitularies, and charter material. It is structured, instead, by numismatic, diplomatic, liturgical, and iconographic sources and deals with political signs, images, and fixed formulas in them as interconnected elements in a symbolic language that was used in the indirect negotiation and maintenance of Carolingian authority. Building on the comprehensive analysis of royal liturgy, intitulature, iconography, and graphic signs and responding to recent interpretations of early medieval politics, this book offers a fresh view of Carolingian political culture and of corresponding roles that royal/imperial courts, larger monasteries, and human agents played there.
The essays in this book seek to establish a true sociology of education. Their primary concern is the relationship between formal education and other social forces through the ages. Thus, the book combines the history of higher education with social history in order to understand the process of historical change. To ascertain the responses of the universities to such broad social changes as the Renaissance, the Reformation, and the Industrial Revolution, the authors ask such questions as: who were the students and how many were there? how did they get to the university and why did they come? how did they spend their time and what did they learn? what jobs did they fill and how did what they learned help them in later life? how have faculty members viewed their roles over the years? Lawrence Stone is Dodge Professor of History at Princeton University, Chairman of the History Department, and Director of the Shelby Cullom Davis Center for Historical Studies. Originally published in 1974. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Explores the publication and reception of authority in early modern England.
Dr Hackett discovered in the Angelica Library in Rome a manuscript containing a unique text of the first constitution of Cambridge University. The centrepiece of this book is a critical edition of the text with an English translation on facing pages. The importance of his discovery for historians of Cambridge and of medieval university education cannot be overestimated. The Cambridge constitutions form a complete code, promulgated at a remarkably early date (c. 1250). Dr Hackett shows that Oxford lagged more than 50 years behind Cambridge in codifying its statutes and neither Paris nor Bologna, the oldest of all universities, had a written constitution or code of laws at this time.
First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
In the last two centuries Britain has experienced a revolution in higher education, with the number of students rising from a few hundred to several million. Yet the institutions that drove - and still drive - this change have been all but ignored by historians. Drawing on a decade's research, and based on work in dozens of archives, many of them used for the very first time, this is the first full-scale study of the civic universities - new institutions in the nineteenth century reflecting the growth of major Victorian cities in Britain, such as Liverpool, Manchester, Birmingham, York, and Durham - for more than 50 years. Tracing their story from the 1780s until the 2010s, it is an ambitious attempt to write the Redbrick revolution back into history. William Whyte argues that these institutions created a distinctive and influential conception of the university - something that was embodied in their architecture and expressed in the lives of their students and staff. It was this Redbrick model that would shape their successors founded in the twentieth century: ensuring that the normal university experience in Britain is a Redbrick one. Using a vast range of previously untapped sources, Redbrick is not just a new history, but a new sort of university history: one that seeks to rescue the social and architectural aspects of education from the disregard of previous scholars, and thus provide the richest possible account of university life. It will be of interest to students and scholars of modern British history, to anyone who has ever attended university, and to all those who want to understand how our higher education system has developed - and how it may evolve in the future.