Higher Education and History of Universties

En este trabajo colectivo se busca, antes que un tratamiento secuen-cial o diacrónico, una interpretación panorámica de la principal ins-titución universitaria de México y de sus referentes institucionales más significativos: la propia universidad, la Iglesia, la Corona, los colegios y los seminarios. La obra ofrece en nueve capítulos un am-plio recorrido por las etapas más emblemáticas de la historia insti-tucional, así como un acercamiento al mundo novohispano, a la gé-nesis de nuestra nación y a las tensiones derivadas de las pugnas por el poder en el siglo XIX. Finalmente, en los textos referidos a la Uni-versidad Nacional-siglos XX y XXI-, es posible apreciar la enorme complejidad del encargo social de la institución, así como sugerentes puntos de observación que permiten acercarse a la comprensión del entorno educativo y nacional de la universidad contemporánea.

Despite the centrality of the institution of the university to liberalism, the trajectory of the institution in non-western, postcolonial democracies like India has scarcely received attention. The subject has rarely generated the kind of scholarly enquiry and reflection that liberal political institutions like the state and other institutions of the civil society have. Indeed, the dominant framework has been to think of education (higher or otherwise) and its attendant institutions as concomitant with the nation-state, often thought of as serving no other purpose than the state's developmental agenda.

Монография посвящена историку, ректору Московского университета, академику Вячеславу Петровичу Волгину (1879–1962). Выпускник историко-филологического факультета, революционер, публицист после Октябрьской революции стал непосредственным участником, а нередко и инициатором проводимых в университете преобразований. Ему довелось руководить МГУ в один из наиболее сложных периодов его истории, когда происходила перестройка высшего образования, велись поиски наилучшего варианта структуры университета, пересматривались образовательные программы с целью подготовки специалистов для молодого социалистического государства.
Бóльшая часть иллюстраций публикуются впервые.
Книга адресуется самому широкому кругу читателей.

La cattedra "rovesciata" prima che Foscolo vi sedesse: dal mito alla storia C he l'Orazione dell'Origine e dell'Ufficio della Letteratura abbia acquisito tanto più risalto delle prolusioni che l'avevano preceduta dipende da molti fattori, alcuni contemporanei, altri retrospettivi: la figura già celebre e controversa del poeta, destinata a ingigantirsi; la condizione politica in quieta e reattiva, oscillante fra il messaggio liberatorio della Rivoluzione e la coscienza del dispotismo napoleonico; la platea studentesca ampliata dalle riforme austriache e francesi, che inserivano istruzione e Università in un progetto di mobilità sociale; l'idealizzazione retrospettiva del Foscolo come precursore ri sorgimentale. Soprattutto, il successo dipende dall'efficacia dell'Orazione stessa, che realizza quanto promette: cultura e immaginazio ne dan no voce alla libertà di pensiero e spingono all'azione 1 .

In "A ‘Splendid Idiosyncrasy’: Prehistory at Cambridge 1915-50" Pamela Jane Smith charts the development of prehistoric archaeology from an amateur ‘haphazard’ pastime to a fully ledged academic discipline. Smith argues persuasively that the formalization of prehistory as a university subject emerged
out of the daily round of informal exchanges centred around the tearoom of the Cambridge University Museum of Archaeology and Anthropology. The convivial atmosphere engendered by the exchange of tea and cakes established a close relationship of trust amongst the participants which necessarily prepared the way for academic exchanges. Reflecting the centrality of food and drink in Smith’s analysis of the birth of prehistory, the Editors broke with the recent tradition of book reviews in these 'Proceedings' to talk to Pamela Jane Smith over a convivial lunch at Wolfson College, Cambridge. What follows is an annotated transcript of our conversation, which critically reviews her recent study.

1 Foscolo professore a Pavia. Esortazione alla storia dell'Università 1. La presenza di Foscolo a Pavia è un nodo che stringe la storia del nostro Ateneo alla storia italiana. Mostrare quanto, di quel nodo, attiene propriamente alla storia universitaria e quanto spetta alla personalità letteraria e politica di Foscolo è il proposito che vorrei svolgere davanti a voi, Signor Presidente della Repubblica, Magnifico Rettore, Università, Signore e Signori 1 .

La storia di Sapienza è costellata di eccellenze che rappresentano gran parte della storia del pensiero scientifico in Italia. Le discipline che hanno sviluppato una vera e propria “scuola” presso Sapienza coprono tutto l’arco dei saperi, dalle scienze esatte alle discipline tecniche, alle materie umanistiche, storiche, filosofiche ed economicogiuridiche, dalla sociologia alla psicologia, dalla scienza delle comunicazioni alla medicina.
Gli scavi archeologici hanno prodotto risultati di rilievo mondiale, come le scoperte in Libia, Siria e Turchia, le ricerche sul mondo latino ed etrusco. La tradizione umanistica, nelle sue molteplici manifestazioni, ha trovato
alla Sapienza i maggiori maestri del Novecento. Nella campo della fisica l’eredità dei componenti del gruppo di via Panisperna - tra i quali Enrico Fermi, Edoardo Amaldi, Emilio Segrè - è stata raccolta ed estesa alla fisica quantistica, alla fisica dei sistemi disordinati e all’astrofisica. Beni culturali, energia, ambiente, nanotecnologie, design, aerospazio, nautica sono solo alcuni degli ambiti scientifici che costituiscono riconosciuti apici di eccellenza; in campo biomedico tra le numerosissime eccellenze si distingue la terapia cellulare, con applicazioni importanti nella terapia genica della distrofia di Duchenne. Sapienza svolge oggi un ruolo di primaria importanza nel panorama didattico e di ricerca italiano ed europeo. L’Università ha al suo attivo 112 brevetti, oltre 50 sono in attesa di approvazione; il rapporto tra ricerca e applicazioni industriali è curato da una specifica struttura, il Consorzio Sapienza Innovazione. Tra i numerosi servizi a disposizione vi sono 155 biblioteche, una rete di 21 musei, gli sportelli di informazione e orientamento Ciao e Sort, lo sportello per i diritti delle persone disabili. Il libro descrive la vita universitaria e le principali aree di studio e di ricerca attraverso una panoramica sui suoi edifici e sulle sue aule principali.

Questo libro costituisce il risultato di una ricerca di dottorato nata con il proposito di ampliare le attuali conoscenze in merito ai rapporti tra i doctores dello Studium e la città di Perugia. Il legame tra Università e città, intesa sia come organismo politico-istituzionale che come realtà economica e sociale, è stato indagato utilizzando in prevalenza fonti di carattere finanziario. In particolare, sono state esaminate le oltre 1.200 registrazioni salariali contenute nei registri di uscita della magistratura dei conservatori della Moneta, che fra la seconda metà del Trecento ed i primi anni del Cinquecento ha avuto il compito di stipendiare il personale docente dello Studio. Le fonti di carattere finanziario sono state analizzate in una continua dialettica con i dati forniti dalla documentazione di carattere normativo, operazione indispensabile per avere un quadro il più possibile completo del rapporto fra la città e lo Studium.
Per quanto riguarda la storia dell'università in senso stretto, l’attestazione dei salari di doctores e magistri, laddove – come nel caso perugino – è possibile disporre di una elevata quantità di dati, contribuisce a meglio ricostruire il mondo accademico nel passaggio dal medioevo alla prima età moderna ed a delineare le caratteristiche del nascente ceto intellettuale, attraverso uno studio comparativo delle carriere universitarie e delle discipline, della continuità o discontinuità nel tempo degli incarichi di docenza, della concomitanza con altri incarichi pubblici, e così via.
A questo principale filone di indagine sono stati poi aggiunti percorsi collaterali, volti ad offrire spunti di riflessione sui risvolti socio-economici della professione docente: integrazione dei lettori forestieri nel tessuto cittadino, evoluzione dello status sociale dei lettori, investimenti operati da dottori e maestri e come singoli e come categoria professionale. La seconda parte del volume è basata su fonti apparentemente più eccentriche, come i libri dei Catasti, quelli delle Comunanze  e degli Offici, la cui analisi, sebbene effettuata a campione, ha rivelato un’abbondanza di testimonianze sui lettori dello Studium decisamente inaspettata.
La natura eterogenea della documentazione ha quindi permesso di allargare la prospettiva, di trattare le diverse tematiche da più punti di vista, offrendo nuove chiavi interpretative a temi classici della storiografia oppure aprendo il varco a nuovi o poco battuti campi di indagine.

Surtout connu des seiziémistes pour ses volumineux Epitheta et Officina, le Nivernais Joannes Ravisius Textor, Tixier de Ravisy sous son nom français le plus commun, naît seulement en 1492 ou 1493, non pas en 1480 ou même avant comme on l’a toujours supposé ou affirmé, et meurt à Paris le 3 décembre 1522. Comme pour bon nombre de renseignements biographiques inédits fournis dans la présente étude, les diverses sources archivistiques et manuscrites, en plus de l’œuvre arachnéenne de l’auteur, ont joué un rôle essentiel pour retracer au mieux le parcours académique et pédagogique de ce professeur de rhétorique au prestigieux collège parisien de Navarre. Au-delà de la personne de Textor Nivernensis et Navarriensis, ont été mises au jour de multiples figures poétiques, académiques, politiques et religieuses qui ont compté peu ou prou dans l’existence du jeune régent et, plus particulièrement un véritable microcosme de professeurs, de poètes et de professeurs-poètes, oublié ou peu documenté jusqu’alors. De même, en plongeant au cœur même des classes de cours grâce à des témoignages de première main, l’histoire de l’enseignement du latin en ce début de Renaissance française reçoit de nombreux éclairages sur le contenu des études grammaticales, propédeutique au cycle artien et aux études supérieures.

L’œuvre polymorphe de Textor, constituée d’encyclopédies, d’épîtres, de pièces de théâtre, d’épigrammes ou encore d’éditions humanistes, est étudiée dans le texte : le présent volume contient notamment les éditions traduites et annotées intégrales de l’ensemble des diverses pièces liminaires de ses ouvrages, ainsi que celles de cinquante-quatre pièces directement liées à l’homme ou à son œuvre. Un relevé exhaustif annoté des sources du monumental épithétaire de l’auteur, des études sur la structure et les lignées éditoriales de l’Officina, sur la réception de l’œuvre, sur ses modèles humanistes, pédagogiques et littéraires, ou encore un répertoire chronologique commenté des quelque quatre cents éditions et émissions européennes des œuvres de Textor, accompagné de multiples outils statistiques, viennent nourrir le pan bibliographique de la présente enquête.

The year 2015 marks the passing of the first fifty years of Wolfson College, Cambridge. In celebration of this a pictorial history of the College at the turn of the millennium is presented. This history recalls the College from the perspective of the students’, including the sporting activities of both Wolfson College Boat and Cricket Clubs, as well as of the student led AMAL Club, the Annual Summer Garden Party and the various excursions held during the year.

KEYWORDS
WOLFSON COLLEGE CAMBRIDGE, UNIVERSITY OF CAMBRIDGE, HISTORY, WOLFSON COLLEGE BOAT CLUB, WOLFSON COLLEGE CRICKET CLUB, WOLFSON COLLEGE AMAL CLUB, FORMAL HALL, WOLFSON COLLEGE ANNUAL SUMMER GARDEN PARTY, PUNTING, AUDLEY END HOUSE, BRANCASTER, NORWICH

Margrave Frederic IV., the first Saxon prince-elector of the noble house Wettin, earned his tittle in crusades and battles against the bohemian Hussites. In 1409 he also took the chance to lure Silesian and Saxon scholars, which left in protest the Prague University, to his trading town Leipzig, where they founded a new university.
The margrave and his brother Wilhelm donated 500 florin every year to finance the 20 scholars at two colleges, five teachers of every of the four "University-Nations". The foundation documents stated, that foreign teachers and students of the three nations: Polen, Bayern und Sachsen, should have the same rights as the native students of the Meißner Nation. A rule, which was broken 1409 in the Prague University and provoked the pullout of the foreign nations.
In tradition and constitution the Leipzig University remained strongly connected with the anti-Hussite fight of their founder even hundred years after the foundation.

A (very) personal note about the years of 1970, 1980 and 1990 in Hungary. During those decades the author emerged from his earlier status of a school teacher of a country elementary school to a social researcher and university instructor. The debates, quarrels, tensions and fights among researchers and their institutions of sociology and education at the time are also touched upon.

This book analyzes the emergence of computer science in French higher education and research bodies, with a comparative approach. The main sources are the archives of about 50 universities, institutes, ministries, companies and private persons, the professional journals and the early French treaties in applied mathematics and computing, along with “oral history” interviews with some 100 computer pioneers.
It is organized in three parts adressing three major questions:

1) What happened in French academic institutions, regarding the development of early electronic computers? A series of monographies reveals that no academic laboratory managed to build a stored program computer - a remarkable exception among industrialized countries, and which had lasting consequences. This “failure story” is then used to reveal pecularities of the French academic system and to describe the particular context in which computing emerged in France, beyond so-called “cultural factors”: The post-WW2 priorities, the academic demography, the situation of R&D in the electrical industry, the low status of applied mathematics in universities – and their transformation shaped by the Cold War and the fast economic growth between 1950 and 1975.

2) How do new disciplines blossom in certain universities, not in others ? What factors shaped the geography of computer science ? Computer science stemmed from local configurations associating a school of electrical engineering and a professor of numerical analysis. In the 1950s, in Grenoble, Toulouse, Nancy, Paris and Lille, a few professors acted as “science entrepreneurs” as they created three-fold structures associating courses in applied mathematics and programming, a computing facility and a research laboratory. This initiated a cumulative development process, opening the field to novel applications or theoretical investigations. In other universities, these configurations were not completed. An updated overview of this problem was published in “Computer Science in French universities: Early Entrants and Latecomers.” (Information & Culture: A Journal of History 47:4, Nov.-Dec. 2012, online). 

3) How did low-status technical matters such as applied mathematics and computer programming give birth to a new “science”? The construction of computing as an academic discipline is analyzed as a social and political, as well as cognitive, process. In the 1960s, the pioneers became the leaders of the new informatics field, hold power positions in learned societies and in science policy committees, and controlled the definition of computer science curricula. Their initial agenda was to improve the status of applied mathematics, but progressively the practice of computing raised new problems and called for other branches of mathematics. They were strongly backed by two powers external to faculties: The Ministry of Education, which was willing to modernize universities and to promote engineering education; the industry and the Defense administrations, which needed expertise in these fields. Controversies about the “scientificity” of computing reveal the evolving positions and representations of the various actors involved, from 1965, when computing was dubbed “a still uncertain science”, to 1975, when it was officially recognized through specific CNRS and University committees. The process ended up toward 2000, when computer scientists were elected at the highest possible positions within the academic system.

Recension lumineuse et approfondie de cet ouvrage, par Maël Pégny dans
Réseau Canopé | « Cahiers philosophiques », 2015/2 n° 141; p. 148-150
file:///Users/user/Downloads/CAPH_141_0148.pdf

D elle quattro corporazioni in cui si articolava lo Studium Papiense, le due Universitates studentesche e i due Collegia dei dottori addetti agli esami, di una soltanto non possediamo lo statuto, l'Universitas scholarium artistarum et medicorum 1 . Faremo qui il tentativo di ricostruirlo, componendo alcune tessere sparse nelle fonti.

This book presents a critical analysis of the corporate university. The author's personal narrative unfolds between the reality of the corporate university and the rhetoric of the entrepreneurial university, which allows the author to reveal how the corporate university is structurally antagonistic to the activities of entrepreneurial intellectuals. The book not only explores the internal contradictions of the corporate university, but the complicity of its bureaucratized intellectuals in reproducing the iron cage of bureaucracy. Drawing on the legacy of Pierre-Joseph Proudhon, Barrow argues that entrepreneurial intellectuals, whether as individuals or in small groups, must take direct action to improve their own conditions by steering a tenuous course between the market and the state.

Dans le premier quart du XXe siècle, la géographie universitaire française connaît une féminisation lente et difficile, mais réelle, accélérée par la Grande Guerre. C'est le temps des pionnières, autant dans les revues disciplinaires que dans l'institution académique. Cependant, si plusieurs noms sont déjà connus parmi ces premières géographes féminines, il s'agit ici de systématiser l'étude, de quantifier et d'expliquer le phénomène, et d'évaluer la réalité de cette présence dans un champ scientifique jeune mais considéré comme particulièrement rétif aux femmes, en particulier dans le travail de terrain. A ce titre, une large place est accordée aux marges de la discipline, aux outsiders masculins et féminins et à la comparaison internationale, pour donner une vision plus équilibrée d'une évolution jusqu'ici sous-estimée. Abstract In the first decades of the 20th century, the feminisation of the French academic geography was slow and difficult, but yet effective, particularly during the First World War. It was still the time of pioneer women, in the disciplinary journals as well as in the university. Some names are already well known among these first female geographers, mais this article aims at systematising the inquiry, quantifying and evaluating the process and the reality of the feminine presence in a young but closed scholarly community, where the field work was considered as reserved to men. On that matter, we shall concentrate on the margins of the disciplin, masculin and feminin outsiders and international comparaisons to get a new and more balanced vision of the early years of a quite undervalued evolution.

This chapter reviews the history of environmental disasters that affected agriculture in the Americas, Asia, Europe and Africa, mainly in the medieval and modern periods. It emphasizes the importance of local and regional environments for agricultural disasters and for overcoming them.

P avia, probabilmente 1488. Era una delle prime uscite pubbliche di Ludovico il Moro, convalescente d'una malattia durata mesi e tanto grave che a un certo punto s'era pronti a esporlo fuori del castello di Milano, considerandolo ormai morto 1 . Rimessosi in forze, ora assisteva a una cerimonia cui fino all'ultimo s'era temuto non potesse intervenire; davanti a lui s'alzò per rivolgergli un discorso a nome degli studenti Nicolò Scillacio, che amore di conoscenza aveva condotto anni prima dalla natia Messina alla Facoltà di Arti dello Studium lombardo. L'emozione che traspariva dalle sue parole non doveva essere solo un artificio retorico: Se mai la mia mente, Principe illustrissimo, è stata presa dall'ardore di tenere un discorso, ora più che mai arde febbrilmente. Non m'è di sostegno un qualche compenso di gloria o ambizione di lode, da cui molti mortali sono trascinati alla rovina; è prima di tutto l'umanità della tua presenza a darmi sostegno nel renderti grazie, prima di tutto la fama dei tuoi meriti. Tanta, infatti, è la grandezza e la chiarissma testimonianza dei tuoi benefici verso la nostra categoria (di studenti), che codeste pareti da cui la nostra scuola è stata circondata per tuo volere sono impazienti di esaltare la probità e la generosità del tuo animo. Tanto più dovrà essermi risparmiato il sospetto di presunzione e di arroganza, se nuovo ospite qui a voi portato dalla Sicilia, perciò ancora poco noto ai tuoi cittadini e compaesani e del tutto impreparato ai discorsi, nella giornata odierna mi accingo a parlare dinanzi a te 2 .

The literature of the last few decades shows that the relationships between men and women in high education not only have social and institutional repercussions, but they influence the making of science too. Following these discussions, the paper presents quantitative data on the presence of women in Italian medical and science faculties from the Liberal age (1861-1922) to the present. The inquiry begins in 1877, when the first woman took a degree in a modern Italian university; it continues through Fascism, the Cold War years, and the 1990s, when graduate women overtook graduate men; the paper closes with the 2000s, when men and women with a PhD are balanced overall, with women’s good performances in many scientific fields. As in the rest of Europe, however, to these very good results of women in higher education in Italy, have not corresponded similar results in the work of research. In a similar way to what has happened in other countries, indeed, from the First World War onwards, when women had begun to increase in numbers in Italian universities, they suffered from strong pressure aimed at containing their ambitions as researchers and scientists. On examining the long-term data, a second more evident backlash would seem to be happening now, more than twenty years after the time that the number of women graduates overtook that of men in Italian universities.

Since 1964, there have been four periods in which a northern university for the Canadian territories was proposed or attempted. The first, from 1964 to 1982, coincided with such motivating national forces as post-war expansion and renovation of the post-secondary sector with new universities and community colleges, northern development, and land claims. In the second stage, from 1983 to 2000, the territorial governments established Yukon and Arctic colleges, both institutions with some university-like features. During the third, “circumpolar,” period, from 2001 to 2011, the Arctic world opened up and the University of the Arctic network was established. The fourth, “academic,” phase began on October 14, 2014, when the Yukon Government and Yukon College Board of Governors jointly announced the college is developing a degree and a post-graduate certificate for launch in 2017. Northerners and others who have advocated for a northern university may now finally witness the emergence of such an institution, one that will meet the varied needs of residents of the North.

The article discusses on the discovery of two documents about the student-time of the writer Joanes Etxeberri Sarakoa. The author thinks Joanes Etxeberri Sarakoa attended his first courses in Pau, in spite of the lack of any document to prove it. About his universital studies, the author presents the mentioned two documents: the first document proves Joanes Etxeberri Sarakoa got his Bachelor degree in medicine in the University of Tolosa in Occitania in 1694; the second one points out Joanes Etxeberri Sarakoa was still student in licentiate-doctorate studies within the same University in 1696.

n the following, we analyze the admission requirements to higher education, specialization history, in the History Faculties of the Universities of Bucharest, Cluj and Iasi. In the early 1950s, admission to higher education and especially history specialization was drastically controlled, given that this area was considered as one ideological. During this period, in most cases, the „file” of the would-be candidate was more important than his/her level of knowledge. In 1957, the Council of Ministers adopted the Decision no. 1003 of July 10, which provided an increased number of students coming from families of workers and poor peasants up to the percentage of 70-75% and. Thus, the aforementioned returns the study of the "file" in the admission exam for the candidates. Gradually, the importance of the candidate’s "file" decreased, being replaced entirely by knowledge examinations. Thus, in the mid and late 1960s degree graduates of technical secondary schools, with baccalaureate exam or its equivalent, could present to the admission exams for higher education. In the 1970s and 1980s, for the admission competition to higher education concerning extramural courses and evening courses could register candidates that "prove that are employed", besides the aforementioned conditions. Starting with the academic year 1977/78, the Education Ministry decided to replace history with a double specialization “history – philosophy". This change was accompanied by the merger of the two faculties at the main universities of Romania (Bucharest, Cluj, Iaşi). This measure proved to be an uninspired decision, which pointed in a documentary made by the Ministry of Education in 1989.
Keywords: history, admission, students, social structure, gender.

This paper explores the evolution and development of Indian Higher Education system under the East India company rule. Starting the narrative in 1784, with the establishment of Calcutta Madrassah, this paper argues that the establishment of the Calcutta University (and other metropolitan universities in India) should be properly explored in the context of the ideas of a university is and should be. Further, it is argued that the Calcutta University is one of the first examples of a bureaucratic university, one solely focused on economic necessity and constructed around 'degree-giving', divorced from the idealistic notions of university as a place to develop moral characters. Besides, given the colonial setting, the university set no goals of development of national identity or democratic participation.

This limited conception of the university has been carried through in Indian policy-making thereafter. The liberal ideology of independent India, which looked to enact political change without institutional disruption, insufficiently interrogated the ideas underlying the Indian universities. Besides, the practice of bureaucratic university has spread to metropolitan centers, shaping the debates and developments in English Higher Education.

В статье рассмотрена университетская корпорация Казани в год Великой революции 1917 г. Революционные события этого времени вызвали кардинальную перестройку многих сфер жизни страны; они привели к серьезным изменениям и в высшей школе. В данном исследовании предпринята попытка показать, каким образом новая политическая ситуация повлияла на различные группы корпорации Казанского университета, а именно: на преподавателей, студентов, университетскую администрацию. Практически сразу после прихода к власти Временное правительство приняло ряд мер, направленных на демократизацию высших учебных заведений. Так, среди первых шагов Министерства народного просвещения можно назвать передачу управления университетами профессорским советам, возвращение в вузы «политически неблагонадежных» профессоров и преподавателей, уволенных министром Л. А. Кассо, а также постановку вопроса о расширении социального состава поступающих в государственные университеты и институты. В статье прослеживается отношение профессорско-преподавательского состава и студенчества Казанского университета к новшествам. Автором отмечается различное восприятие преобразований. Если «учителя» считали демократизацию университетской жизни закономерным итогом борьбы не одного поколения ученых за внутреннюю самостоятельность университетов, то «ученики», как никогда ранее, также почувствовали свое право на активную роль в судьбе своей alma mater. В центре внимания исследования находится конфликт между профессорским советом и студенческими организациями, боровшимися за представительство в общеуниверситетском совете и советах факультетов. Автором также затронут вопрос о переменах в личном составе казанских преподавателей, инициированных министром народного просвещения А. А. Мануйловым. Отдельно рассмотрено состояние Казанского университета накануне октябрьских событий 1917 г., а также прослеживается реакция университетского сообщества на свершившийся октябрьский переворот 1917 г.

The article considers the university corporation of Kazan in the year of the Great Revolution of 1917. The revolutionary events of that time caused radical reorganization of many spheres of the country's life and led to serious changes in higher schools as well. This research contains an effort to show how the new political situation influenced various groups of the corporation of Kazan University, namely: teachers, students and University administration. Almost immediately after coming to power the Provisional Government took a number of measures aimed at democratization of higher educational institutions. So, among the first steps of Ministry of Education there were the transfer of university managements to professorial councils, the return of “politically unreliable’’ professors and teachers, having been dismissed by Minister  L. A. Kasso, back to universities, and also raising the question of the social structure expansion for students entering universities and institutes. The article traces the attitude of professors, teachers and students of Kazan University towards those measures. Various visions of the transformations by teachers and students are noted by the author. The “teachers’’ considered the democratization of university life a natural result of the struggle of several generations of scientists for the internal independence of universities, and students, like never before, felt their right for an active role in the fate of their Alma Mater. The study’s focus of attention is the conflict between professorial council and the students’ organizations struggling for their representation in all-university council and councils of faculties. The author touches upon the question of changes in the staff of Kazan lecturers initiated by Minister of Education  A. A. Manuylov. The condition of Kazan University prior to the October events of 1917 has been separately considered, and the reaction of the university community to the October Revolution of 1917 has been traced.

Archbishop Laud's ecclesiastical and political energy has left historians gasping behind him. This is not simply a result of his passion for detail and singleminded capacity for hard work; it is also a product of his geographical and administrative range. With remarkable prescience, he anticipated current concern with the broader 'British' dimension of early modern history and viewed religious policy not in a narrowly English sense, or confined only to church matters, but in terms of all three royal dominions, and extending to education as well. The result is a standing challenge, not merely to historians' stamina, but also to the instinctive compartmentalisation of their approach to the 1630s which has sought to confine Laud within national boundaries and see him solely as an ecclesiastical leader.

The Archaeology and Anthropology (Arch and Anth) Tripos is a hundred years old in 2015. To mark the centennial the activities of the Department and Archaeological Field Club (AFC) around the turn of the millennium from 1999 to 2003 are recalled through photographs and the personal memories of the author. As with all history and historiography, this is a fragmentary and partial account of those years, dictated by the activities captured on film and by the memory of the author, nonetheless it provides a resource for those whose research focuses on the historiography of archaeology and academic departments, as well as rekindling memories amongst those who lived through and participated in the events recalled. In particular it proves informative not only on the range of archaeological fieldwork undertaken at Cambridge, but also on the levels of student diversity in the realms of gender, ethnicity, nationality, age, disability and socio-economic family background.

KEYWORDS
ARCHAEOLOGY, BIOLOGICAL ANTHROPOLOGY, CAMBRIDGE, ARCHAEOLOGICAL FIELDCLUB (AFC), TROINA, ALS, EVORA, ICKLINGHAM, WESSEX FIELDTRIP, BOYNE VALLEY, KNOWTH, DOWTH, NEWGRANGE, JESUS COLLEGE, WOLFSON COLLEGE, COLIN RENFREW, JANE RENFREW, CHARLES FRENCH, CATHERINE HILLS, MARIE LOUISE STIG SØRENSEN, JD HILL, SAM LUCY, CORNELIUS HOLTORF, ELIZABETH DEMARRAIS, DAVID REDHOUSE, PRESTON MIRACLE, PAUL BAHN, MARTIN JONES, DILIP CHAKRABARTI, CARLOINE MALONE, SIMON STODDART, DAVID BARROWCLOUGH, MARY CHESTER-KADWELL, PIPPA PAYNE, MARY LEIGHTON, EMMA ROUSE, NAJAT EL HAFI, MEGAN GOOCH, KATE ROBERTS, ALICE STEPHENSON, JO WILSON, GRAHAME APPLEBY, LAURA BURNETT, ANDREW SHAPLAND, JANE MATTHEWS, RIK SAYER, NICK GILMOUR,  NAOMI FARRINGTON, JUDY STANWELL, FRANCIS MORRIS, JULIE TAYLOR, HELEN FAIRCLOUGH, CATHERINE COOPER, ALEKS PLUSKOWSKI, PIP PATRICK, KIERAN WESTLEY, MATT BRUDENELL, FRASER STURT, ALI DRAPER, KATIE BARNES, ALLEGRA STRATTON, ADAM SCOTT, ANNE CLIFFORD, BRONWEN PRICE, FELICITY MCNAE, TEAGAN SCHWEITZER, V. KYRIAKEDIS, POLLY GROOM, E. LAURIE, HELEN FARR, J. MEADE, C. BOSTON, R. EVANS, NICO TYACK, ALISON LEPPARD, J. MOODY, H. MARSHALL, RUTH EVANS, JO BENDING, JESS TIPPER, SHEILA KOHRING, SARAH PARCAK, LILIANA JANIK, SIMON KANER, LINA TAHAN, GIANA AYALA, NICOLE BOIVIN, LEO WEBLEY, DAVID BERESFORD JONES, MARY-CATE GARDEN, IAIN MORLEY, LAMBROS MALAFOURIS, JESSICA RIPPENGAL.