第一篇：哈弗教授的幸福課演講稿

It's wonderful to be back here, wonderful to see you here.I'm teaching this class, because I wish class like this had been taught when I was sitting in your seats as an undergrad here.This does not mean that it's a class you wish to be taught, nor does it mean that it's the right class for you.But I hope to do in the next couple of lectures is give you an idea for what this class is about, so that you can decide whether or not it is for you.I came here in 1992, and started off with computer science concentrator.And then I had a mini epiphany half way through my sophomore year, I realized that I was in a wonderful place, with wonderful students, around me were wonderful teachers.I was doing well academically.I was doing well in athletics.I was playing fast squash at that time.I was doing well socially.Everything was going well, except for the fact that I was unhappy, and I didn't understand why.It was then, in a matter of moments, that I decided that I had to find out why and become happier.And that's when I switched my concentration from computer science to philosophy and psychology, with a single question “How can I become happier?” Over time I did become happier, what contributed most to my happiness was when I encountered a new emerging field that at that time it didn't have the name that is has today, but essentially research that falls under or within the field of positive psychology.Positive psychology, studying it, applying the ideas to my life has made me significantly happier.It continues to make me happier.And it was when I realized the impact that it had on me that I decided to share it with others.That's when I decided that I want to be a teacher and teach this field.So this is positive psychology, psychology 1504.And we will be exploring this new relatively new and fascinating field, and hopefully we will be exploring more than the field ourselves.When I first taught this class was back in 2002, I taught it at a seminar and had 8 students, two dropped out.That left me with six.The year after, the class became slightly larger.I had over 300 students.And then the third year when I taught it, which was the last time, I had 850 students in the class, making it at that point the largest course at Harvard.And that's when the Media became interested, because they wanted to understand why.They wanted to understand this phenomenon that here you have a class that's larger than Introduction to Economics.How could that be? So I was invited by the Media for interviews, whether it was newspapers, radio and television.And I started to notice a pattern during those interviews.So I would walk into the interview, would have the interview.And afterwards, the producer or the interviewer would walk me out and say something to the effect that “well, thank you, Tal, for the interview.But you know, I expected you to be different.” And I would ask, as nonchalantly as I could of course as if, I didn't really care but had to ask anyway, “How different?” And he would say, “Well, you know we expected you to be more outgoing.” Next interview, the end of the interview, same thing, “Thank you for doing the interview, but you know, Tal, I expected you to be different.” And once again, nonchalantly of course, I would ask, “So how different?” And here she would say, “Well, you know, we expected you to be less, less introverted.” Next interview, same thing,“ How different? ” “Well, you know, more extroverted, more outgoing.” Next interview, “Well, you know, less shy.” 'Cause you know I get very nervous in interview.’ Interview after interview, literally dozens.More outgoing, more cheerful, less introverted, more extroverted, and on and on.But here is the best one.So this is one of the local channels here around Boston.I was going to the interview;we had quite a long interview, which I thought was actually pretty good.And at the end of the interview, the interviewer, who is a very jolly guy, walk me out and puts his hand on my shoulder and says, “Tal, thank you very much for doing the interview.” And then the usual comes, “But you know, Tal, I expected you to be different.” And I said, “How different?” You know, just so that you understand, by this time, my self-esteem is short.But still, but still with same resemblance of nonchalance, I asked, “How different?” And he looks at me and says, “I expected you to be taller.” Taller? What? Okay, 5.65 is not enough to teach happiness? And I thought about it, I thought about it a lot, the whole pattern from the beginning.And I think I understand why they expected someone different.You see, they had to explain to themselves, as well as the audience.How come this class is larger than Introduction of Economics? and the way to explain it must be that the teacher is very outgoing, extremely charismatic, very cheerful and extroverted, and of course, tall.

第二篇：哈弗大學(xué)幸福課

Five Chinese environmental NGOs have issued a report blasting Apple and its suppliers for profiting at the cost of the local environment.The report which records every detail of the seven-month investigation has unveiled another side of the Apple company.Apple products are popular for their supreme functionality and creative design.But while fans snap up these i-products, people in China are paying for the production procedure with their health.The report says toxic discharges from suspected Apple suppliers have been encroaching on local communities.It alleges that 27 Apple suppliers have severe pollution problems, from toxic gases to heavy metal sludge.The report claims a village nearby a supplier's factory experienced a phenomenal rise in cases of cancer.It also blames Apple for taking advantage of loopholes in developing countries' environmental management systems to grab super profits.It criticized the company for refusing to make the identities of its suppliers public and fulfilling its responsibility to disclose information about the environmental effects of its suppliers' actions.Facing the charges, the technology giant proposed on Wednesday to hold a conference call with the NGOs to discuss their recent findings about its suppliers.They also said the company is committed to “maintaining the highest standards for social responsibility throughout its supply chain”.But the report found a different story.And lawyers in China say even if the affected residents successfully sue Apple, the company does not necessarily have to pay compensation for any misdeeds committed by its suppliers.That's why the NGOs suggest buyers of the devices make “green” choices that help Apple establish a supply chain that does not harm the environment.詞匯學(xué)習(xí)：

1.NGO ：non-government organization的縮寫，是指在特定法律系統(tǒng)下，不被視為政府部門的協(xié)會(huì)、社團(tuán)、基金會(huì)、慈善信托、非營利公司或其他法人，不以營利為目的的非政府組織。2.at the cost of：以……為代價(jià) 3.snap up：搶購或迅速抓取某物

例句：The cheapest articles at the sale were quickly snapped up.大減價(jià)貨物中最便宜的物品很快搶購一空。4.take advantage of：利用 5.loophole n.漏洞，空子

例句：A good lawyer can always find a loophole.精明的律師專會(huì)找到漏洞。

Hope you had a wonderful long weekend.So,let’s jump right into it.So where did we leave last time? Last

Hope you had a wonderful long weekend.So, let’s jump right into it.So where did we leave last time? Last time we talked about the power of situation.We talk about how beliefs become self-fulfilling prophesies.These believes become reality.哈弗大學(xué)幸福課

第三篇：哈弗演講稿

在這所久負(fù)盛名的大學(xué)的別具一格的儀式上，我站在了你們的面前，被期待著給予一些蘊(yùn)含著恒久智慧的言論，哈弗演講稿。站在這個(gè)講壇上，我穿得像個(gè)清教徒教長—— 一個(gè)可能會(huì)嚇到我的杰出前輩們的怪物，或許使他們中的一些人重新致力于鏟除巫婆的事業(yè)上。這個(gè)時(shí)刻也許曾激勵(lì)了很多清教徒成為教長。但現(xiàn)在，我在上面，你們在下面，此時(shí)此刻，屬于真理，為了真理。

你們已經(jīng)在哈佛做了四年的大學(xué)生，而我當(dāng)哈佛校長還不到一年。你們認(rèn)識了三個(gè)校長，而我只認(rèn)識了你們這一屆大四的。算起來我哪有資格說什么經(jīng)驗(yàn)之談？或許應(yīng)該由你們上來展示一下智慧。要不我們換換位置？然后我就可以像哈佛法學(xué)院的學(xué)生那樣，在接下來的一個(gè)小時(shí)內(nèi)不時(shí)地冷不防地提出問題。

學(xué)校和學(xué)生們似乎都在努力讓時(shí)間來到這一時(shí)刻，而且還差不多是步調(diào)一致的。我這兩天才得知哈佛從5 月22 日開始就不向你們提供伙食了。雖然有比喻說“ 我們早晚得給你們斷奶”，但沒想到我們的后勤還真的早早就把“ 奶” 給斷了。

現(xiàn)在還是讓我們回到我剛才提到的提問題的事上吧。讓我們設(shè)想下這是個(gè)哈佛大學(xué)給本科生的畢業(yè)服務(wù)，是以問答的形式。你們將問些問題，比如：“ 福校長啊，人生的價(jià)值是什么呢？我們上這大學(xué)四年是為了什么呢？福校長，你大學(xué)畢業(yè)到現(xiàn)在的40 年里一定學(xué)到些什么東西可以教給我們吧？”（40 年啊，我就直說了，因?yàn)槲胰松械拿慷渭?xì)節(jié)—— 當(dāng)然包括我在布林茅爾女子學(xué)院的一年—— 現(xiàn)在似乎都成了公共資源。但請記住在哈佛我可是“ 新生”）

在某種程度上，在過去的一年里你們一直都在讓我從事這種問答。從僅僅這些問題上，即使你們措辭問題都傾向于狹義，而我除了思考怎么做出回答外，更激發(fā)我去思考的，是你們?yōu)槭裁磫栠@些問題。

聽我解釋。提問從2007 年冬天我的任職被公布時(shí)與校方的會(huì)面就開始了。然后提問一直持續(xù)，不論是我在Kirkland House（哈佛的12 個(gè)本科生宿舍之一┏暈綬夠故竊贚everett House（哈佛的12 個(gè)本科生宿舍之一，本科高年級學(xué)生使用）吃晚飯，或是當(dāng)我在辦公時(shí)間與學(xué)生會(huì)見，甚至是我在與國外認(rèn)識的剛考來的研究生的談話中。你們問的第一個(gè)問題不是關(guān)于課業(yè)，不是讓我提建議，也不是為了和教員接觸，甚至是想向我提建議。事實(shí)上，更不是為了和我討論酒精政策。相反，你們不厭其煩問的卻是：為什么我們之中這么多人將去華爾街？為什么我們大量的學(xué)生都從哈佛走向了金融，理財(cái)咨詢，投行？

對于這個(gè)問題有多種思考和回答方式。有一種解釋就是如Willie Sutton 所說的，一切向“ 錢” 看。（Willie Sutton 是個(gè)搶銀行犯，被逮住后當(dāng)被問到為什么去搶銀行時(shí)，他說：“Because that is where the money is!”）你們中很多人見過的普通經(jīng)濟(jì)學(xué)教授Claudia Goldin 和Larry Katz，基于對上世紀(jì)70 年代以來的學(xué)生的職業(yè)選擇的研究，作出了差不多的回答。他們發(fā)現(xiàn)了值得注意的一點(diǎn)：即使從事金融業(yè)可以得到很高的金錢回報(bào)，很多學(xué)生仍然選擇做其它的事情。實(shí)事上，你們中間有37 人簽到了“ 教育美國人”（Teach for America，美國的一個(gè)組織，其作用類似于中國的“ 希望工程”）；1 人將去跳探戈舞蹈并在阿根廷從事舞蹈療法；1 人將致力于肯尼亞的農(nóng)業(yè)發(fā)展；另有1 人獲得了數(shù)學(xué)的榮譽(yù)學(xué)位，卻轉(zhuǎn)而去研究詩歌；1 人將去美國空軍接受飛行員訓(xùn)練；還有1 人將加入到與乳癌抗戰(zhàn)當(dāng)中。你們中的很多人將去法學(xué)院，醫(yī)學(xué)院或研究生院。但是，和Goldin 和Katz 教授有據(jù)證明的一樣，你們中相當(dāng)一部分人將選擇金融和理財(cái)咨詢。Crimson 對于上屆學(xué)生的調(diào)查顯示，在就業(yè)的學(xué)生中，58% 的男生和43% 的女生做出了這個(gè)選擇。今年，即使在經(jīng)濟(jì)受挑戰(zhàn)的一年，這個(gè)數(shù)據(jù)是39%。

也許是為了高薪—— 難以抵抗的招聘誘惑，也許是為了留在紐約然后和朋友們一起工作生活和享受人生，也許是為了做自己感興趣的工作—— 對于這些選擇可以有各種各樣的理由。對你們中的一些人，無論如何那也只是個(gè)一兩年的契約。其他的一部分人相信他們只有在過得“ 富有” 了以后才有可能過得“ 富有” 價(jià)值。不過，你們依然會(huì)問我，為什么要走這條路？

我發(fā)現(xiàn)我自己有時(shí)候?qū)τ诨卮鹉銈兊膯栴}并沒有多大興趣，比較而言更感興趣的卻是捉摸你們?yōu)槭裁刺崮切﹩栴}。如果果真如Goldin 和Katz 教授所說；如果去搞金融確實(shí)是一個(gè)“ 理性” 的選擇，為什么你們會(huì)不停地向我提出這類問題？為什么看似理性的選擇卻讓你們當(dāng)中相當(dāng)一部分人認(rèn)為是令人費(fèi)解的，偽理性的，或出于某種需求和強(qiáng)迫所作出的并不自由的選擇？為什么這個(gè)問題似乎困擾著你們當(dāng)中的很多一部分人？

我想，你們問我的是：關(guān)于人生價(jià)值的問題。雖然你們問得比較隱晦—— 即是些可以觀察和衡量的大四學(xué)生職業(yè)選擇的問題，而不是那抽象的，晦澀的，甚至?xí)钊穗y堪的形而上學(xué)范疇的問題。人生價(jià)值，要人生？還是要價(jià)值？作為Monty python 那部片子（指的是六人行里《人生的價(jià)值》那一集）的諷刺意味的片名是不難理解的，作為《辛普森一家》（美國特別受歡迎的動(dòng)畫連續(xù)?。┑钠渲幸患闹黝}也是不難理解的，可是當(dāng)關(guān)系到“ 生存問題” 的時(shí)候，就是不那么好辦了，演講稿《哈弗演講稿》。

那讓我們還是暫時(shí)摘下那戴著的哈佛面具，收起那缺乏熱情的冷漠，卸下我們看似刀槍不入的偽裝，讓我們嘗試去探尋你們問的一些問題的答案。

我覺得，你們之所以擔(dān)憂，是因?yàn)槟銈儾幌雰H僅是獲得傳統(tǒng)意義上的成功，而且要活得有價(jià)值?？墒悄銈儾磺宄?魚” 與“ 熊掌” 怎樣才能“ 兼得”。你們不清楚是否，一家擁有著名品牌的企業(yè)提供的數(shù)目可觀的并且預(yù)期著你未來財(cái)富的起薪，可以讓你們的靈魂得到滿足。

然而，你們?yōu)槭裁磽?dān)憂呢？這部分地是我們的責(zé)任。當(dāng)你們一踏進(jìn)這個(gè)學(xué)校，我們就告訴你們：你們將成為領(lǐng)導(dǎo)未來的中堅(jiān)人物，你們將成為美國人民依賴的最頂尖、最杰出的精英，你們將改變整個(gè)世界。我們“ 望子成龍” 的期望使你們背上了負(fù)擔(dān)。而你們?yōu)榱藢?shí)現(xiàn)這些期望也已經(jīng)做得很好：在對課外活動(dòng)的從事中，你們展示出對于服務(wù)性工作的奉獻(xiàn)精神；從對可持續(xù)發(fā)展的熱情擁護(hù)，你們表達(dá)出對這個(gè)星球的關(guān)懷；通過對今年總統(tǒng)競選的參與，你們做出了希望使美國政治重新恢復(fù)活力的實(shí)際行動(dòng)。

但你們中的很多人現(xiàn)在會(huì)問，“ 怎樣才能把做這些有價(jià)值的事情和一個(gè)職業(yè)選擇結(jié)合起來呢？”“ 是否必須在一份有報(bào)酬卻沒價(jià)值的工作和一份有價(jià)值卻沒報(bào)酬的工作間做出抉擇呢？”“ 如果是一個(gè)單選題，您會(huì)選哪一個(gè)？”“ 有沒有折中的辦法？”

你們在問我，也是問你們自己問題，即關(guān)于價(jià)值觀的根本性的問題。你們在試圖調(diào)解兩個(gè)商品潛在的相互競爭，承認(rèn)也許不可能兼得兩者。你們在經(jīng)歷一次人生的轉(zhuǎn)折，而這個(gè)轉(zhuǎn)折需要你們自己做出一些決定。選擇一條道路—— 一份工作、一項(xiàng)事業(yè)或一個(gè)研究生課題—— 不單單是在選擇東西。每個(gè)決定都意味著“ 得” 與“ 失”—— 過去與未來的種種可能。你們問我的問題其實(shí)有幾分是關(guān)于“ 失”，即你放棄的那條道路讓你失去了什么。

金融、華爾街，“ 招聘” 一詞已經(jīng)成了這種博弈的符號，代表著比僅僅選擇一條職業(yè)道路更廣更深的一系列問題。這些問題早晚將面臨著你們每個(gè)人—— 如果你是從醫(yī)學(xué)院畢業(yè)，你將選擇一個(gè)具體從醫(yī)方向—— 做私人醫(yī)生還是專攻皮膚病，如果你學(xué)的是法律，你將決定是用你的法律知識為一個(gè)公司法人賣命還是成為公眾的正義化身，或是在 “ 教育美國人” 兩年后你決定是否繼續(xù)從教。你們之所以擔(dān)憂，是因?yàn)槟銈兿霌碛谐錆M價(jià)值的同時(shí)又是成功的人生；你們知道，你們被教育要有大的作為，不僅僅是為了個(gè)人，為了自己生活地舒適，而是要讓周圍的世界因此而改變。因此你們才不得不思考怎樣才能讓其成為可能。

我認(rèn)為你們之所以擔(dān)憂有第二個(gè)原因—— 和第一個(gè)有關(guān)系但不是完全一樣。你們希望過得幸福。你們蜂擁著去修“ 積極心理學(xué)” 這門課—— 課程代號“ 心1504”—— 和“ 幸福的科學(xué)” 這門課，不就是為了聽點(diǎn)人生“ 小貼士” ？可是，我們怎樣才能獲得幸福？在這兒，我可以提供一個(gè)啟發(fā)性的答案：變老。調(diào)查數(shù)據(jù)顯示年長的人—— 也就是我這把年紀(jì)的人—— 覺得自己比年輕人更幸福。不過，很可能你們沒有人愿意去等著去看這個(gè)答案。

在聊天時(shí)我聽過你們談到你們目前所面臨的選擇，我聽到你們一字一句地說出你們對于成功與幸福的關(guān)系的憂慮—— 也許，更精確地講，怎樣去定義成功才能使它具有或包含真正的幸福，而不僅僅是金錢和榮譽(yù)。你們害怕，報(bào)酬最豐厚的選擇，也許不是最有價(jià)值的和最令人滿意的選擇。但是你們也擔(dān)心，如果作為一個(gè)藝術(shù)家或是一個(gè)演員，一個(gè)人民公仆或是一個(gè)中學(xué)老師，該如何才能生存下去？然而，你們可曾想過，如果你的夢想是新聞業(yè)，怎樣才能想出一條通往夢想的道路呢？難道你會(huì)在讀了不知多少年研，寫了不知多少畢業(yè)論文終于畢業(yè)后，找一個(gè)英語教授的工作？

答案是：你不試試就永遠(yuǎn)都不會(huì)知道。但如果你不試著去做自己熱愛的事情，不管是玩泥巴還是生物還是金融，如果連你自己都不去追求你認(rèn)為最有價(jià)值的事，你終將后悔。人生路漫漫，你總有時(shí)間去給自己留“ 后路”，但可別一開始就走“ 后路”。

我把這叫做我的關(guān)于職業(yè)選擇的“ 泊車” 理論，幾十年來我一直都在向?qū)W生們“ 兜售” 我的這個(gè)理論。不要因?yàn)榕碌搅四康牡卣也坏酵＼囄欢衍囃Ｔ诰嚯x目的地20 個(gè)路口的地方。直接到達(dá)你想去的地方，哪怕再繞回來停，你暫時(shí)停的地方只是你被迫停的地方。

你也許喜歡做投行，或是做金融抑或做理財(cái)咨詢。都可能是適合你的。那也許真的就是適合你的?；蛟S你也會(huì)像我在Kirkland House 見到的那個(gè)大四學(xué)生一樣，她剛從美國西海岸一家著名理財(cái)咨詢公司的面試回來。“ 我為什么要做這個(gè)？” 她說，“ 我討厭坐飛機(jī)，我討厭住賓館，我是不會(huì)喜歡這份工作的?！?找到你熱愛的工作。如果你把你一天中醒著的一大半時(shí)間用來做你不喜歡的事情，你是很難感到幸福的。

但是我在這兒說的最重要的是：你們在問那些問題—— 不僅是問我，而是在問你們自己。你們正在選擇人生的道路，同時(shí)也在對自己的選擇提出質(zhì)疑。你們知道自己想過什么樣的生活，也知道你們將行的道路不一定會(huì)把你們帶到想去的地方。這樣其實(shí)很好。某種程度上，我倒希望這是我們的錯(cuò)。我們一直在標(biāo)榜人生，像鏡子一樣照出未來你們的模樣，思考你們怎么可以過得幸福，探索你們怎樣才能去做些對社會(huì)有價(jià)值的事：這些也許是文科教育可以給你們“ 裝備” 的最有價(jià)值的東西。文科教育要求你們要活得“ 明白”。它使你探索和定義你做的每件事情背后的價(jià)值。它讓你成為一個(gè)經(jīng)常分析和反省自己的人。而這樣的人完全能夠掌控自己的人生或未來。從這個(gè)道理上講，文科—— 照它的字面意思—— 才使你們自由。（英語里文科是Liberal Art，照字面解釋是自由的藝術(shù)）學(xué)文科可以讓你有機(jī)會(huì)去進(jìn)行理論的實(shí)踐，去發(fā)現(xiàn)你所做的選擇的價(jià)值。想過上有價(jià)值的，幸福的生活，最可靠的途徑就是為了你的目標(biāo)去奮斗。不要安于現(xiàn)狀得過且過。隨時(shí)準(zhǔn)備著改變?nèi)松牡缆?。記住我們對你們的我覺得是“ 過于崇高” 的期待，可能你們自己也承認(rèn)那些期待是有點(diǎn)“ 太高了”。不過如果想做些對于你們自己或是這個(gè)世界有點(diǎn)價(jià)值的事情，記住它們，它們將會(huì)像北斗一樣指引著你們。你們?nèi)松膬r(jià)值將由你們?nèi)?shí)現(xiàn)！

我都等不及想看看你們都最終會(huì)如何。畢業(yè)以后和學(xué)校常聯(lián)系，?；亍?家” 看看，讓我們了解你們的情況。

第四篇：哈弗感言

哈佛圖書館墻壁訓(xùn)言：

1、此刻打盹，你將做夢；此刻學(xué)習(xí)，你將圓夢。（This moment will nap, you will have a dream;But this moment study,you will interpret a dream.）

2、我荒廢的今日，正是昨日殞身之人祈求的明日。（I leave uncultivated today, was precisely yesterday perishes tomorrow which person of the body implored.）

3、覺得為時(shí)已晚的時(shí)候，恰恰是最早的時(shí)候。（Thought is already is late, exactly is the earliest time.）

4、勿將今日之事拖到明日。（Not matter of the today will drag tomorrow.）

5、學(xué)習(xí)時(shí)的苦痛是暫時(shí)的，未學(xué)到的痛苦是終生的。（Time the study pain is temporary, has not learned the pain islife-long.）

6、學(xué)習(xí)不是缺乏時(shí)間，而是缺乏努力。（Studies this matter, lacks the time, but is lacks diligently.）

7、幸福或許不排名次，但成功必排名次。（Perhaps happiness does not arrange the position, but succeeds must arrange the position.）

8、學(xué)習(xí)并不是人生的全部。但既然連人生的一部分也無法征服，還能做什么呢？（The study certainly is not the life complete.But, since continually life part of-studies also is unable to conquer, what butalso can make?）

9、請享受無法回避的痛苦。（Please enjoy the pain which is unable to avoid.）

10、只有比別人更早、更勤奮地努力，才能嘗到成功的滋味。（only has compared to the others early, diligently diligently, canfeel the successful taste.）

11、誰也不能隨隨便便成功，它來自徹底的自我管理和毅力。（Nobody can casually succeed, it comes from the thoroughself-control and the will.）

12、今天不走，明天要跑。（Today does not walk, will have to run tomorrow.）

13、投資未來的人是忠于現(xiàn)實(shí)的人。（The investment future person will be, will be loyal to the realityperson.）

14、教育程度代表財(cái)富。（The education level represents the income.）

15、一天過完，不會(huì)再來。（one day, has not been able again to come.）

16、即使現(xiàn)在，對手也不停地翻動(dòng)書頁。（Even if the present, the match does not stop changes the page.）

17、沒有艱辛，便無所得。(Has not been difficult, then does not have attains.）

感言：只有有理想有追求且不懈努力的人才能成為這個(gè)世界的強(qiáng)者。人與人的差距，最小的是智商，最大的是堅(jiān)毅！

第五篇：哈弗大學(xué)

OXFORD UNIVERSITY

Oxford University once famously claimed to have been founded by Alfred the Great in the 9th Century, but in fact, the University as we know it today began to take shape in the 12th Century when English Scholars were exiled from Paris University and began to congregate at Oxford’s Abbeys and Priories, which were buy then already established centers of learning.Today, 39 independent, self-governing colleges are related to the University in a type of federal system.Each is governed by a Head of House and a number of Fellows, who are academics specializing in a wide variety of disciplines, most of whom also hold University posts.Across both the Arts and the Sciences, Oxford research consistently ranks top both nationally and internationally.As well as being in the forefront of scientific, medical and technological achievement, the University has strong links with research institutions and industrial concerns both in the United Kingdom and overseas.The University is income from externally funded research grants and contracts in 1996-7 totaled over ￡107 million.The University’s great age also allows its teaching staff and research students to draw on a heritage of magnificent library and museum collections.Students working for higher degrees are an important and valued part of Oxford University.They currently make up over a quarter of the total student body of 15,641, drawn by the excellent facilities for research, which the University can offer;therefore the proportion of graduate students is increasing.In all these fields, Oxford attracts scholars from many parts of the world to join its teaching and research staff, and also values important role of overseas graduate students(approximately one third of the total graduate body)in providing intellectual stimulation and creating and maintaining academic links with colleges abroad.To gain entry into the University, students must first win a place by competitive examination at one of the colleges, which have their own admissions policies.The procedure for applications varies according to the subject you propose to study.There are no final deadlines for most applications, unless specified in a particular subject section, but there are many more applications than places available, and the process of acceptance by both faculty board and college can take some time;early application is therefore strongly advised.