Sentence examples for developed university from inspiring English sources

Perhaps the poorest country in Western Europe in 1707, Scotland reaped the economic benefits of free trade within the British Empire together with the intellectual benefits of a highly developed university system.

The fully developed university was divided into four faculties: three superior, those of theology, canon law, and medicine; and one inferior, that of arts, which was divided into four student confederations, or nations (French, Picard, Norman, and English), including both professors and scholars from the respective countries.

The link between security and development is obvious - Iraq is a country that has known a healthy economy, an educated workforce, a developed university system and relatively progressive social norms where women are concerned, yet the war has compromised all of this and women bear the brunt of the violence with least voice to stop it.

During the industrial revolution, large factories developed "universities" to train employees on how to use the new machinery.

In British West Africa, the establishment of the University College of Gold Coast (now University of Ghana) in 1948 was to develop university education in West Africa (Nkrumah 1961).

She argues that, as higher fees mean students contribute more money, their influence is likely to grow, even at the early stages of developing university strategy.

We consider the implications for developing university mathematics teaching within the wider context of tensions across university systems.

The results of the study can contribute to the design of necessary intervention programs aiming to develop university students' attachment to the places in which they learn.

In order to continue to develop university entrepreneurship in Japan in all areas universities should select patents which are truly innovative and will generate a significant commercial benefit for the final commercialisation partner.

It was prompted in part by Hamblin's indictment of the standard treatment and it further develops an initiative taken by Kahane (1971) to develop university courses that were geared to everyday reasoning.

It was possible to identify three additional fields of influence: (1) Core activities for developing university support systems (research or implementation projects, dialogue processes), (2) the organizational history and competencies background of universities and (3) student interest and demand.