Academic literature on the topic 'Bloomfield College'

Abstract The level of economic thinking and financial culture of population should be considered one of the most important components of society’s economic life quality. Here, a key factor is economic and financial socialization of an individual, which can be achieved mainly by modelling appropriate training process technology to promote and ensure financial awareness at the early stages of training in high school and later on in colleges and universities. This paper focuses on one of the options of a unique subject matter (course) in Financial Education, for which testing started in 2008 and is successfully continuing in the Department of Business Management of Neri Bloomfield School of Design and Education (Haifa, Israel) against the backdrop of a multicultural environment. The study shows the dynamics of the formation of the main teaching methods of the new course. In parallel, we analysed the results of the final examinations of students to further adjust the content and pedagogy of the educational process. The results once again confirmed the urgent need to improve the financial literacy of students in accordance with the challenges of economics and culture in the twenty-first century.

This article examines the variety of educational opportunities available to New Jersey women in the first half of the nineteenth century. While largely ignored in the national historiography on women‟s education, numerous groundbreaking schools for women were established throughout New Jersey in the early nineteenth century. The Newark Academy offered instruction to women since the late eighteenth century; its successor, the Newark Institute for Young Ladies, referred to its curriculum as “collegiate” decades before women were admitted to colleges. In the 1830s, the Bloomfield Female Seminary maintained a reputation for scholarly excellence; throughout the 1840s, the Mount Holly Female Seminary offered a course of study for women seeking to become teachers. By the 1840s, schools could be found in various cities and towns, including Bloomfield, Bordentown, Burlington, Freehold, Lawrenceville, Newark, New Brunswick, Rahway, and Raritan. The New Jersey schools examined in this essay shed light on both local and national practices of women‟s education. As women‟s access to education expanded, so did debates about the appropriate uses of education. While many men supported women‟s education, women understood that they could be subject to criticism from those who feared the consequences of their intellectual pursuits. Analysis of the forms, purposes, and uses of women‟s education, as evident in these New Jersey case studies, illustrates both the opportunities and challenges that teachers, students, and supporters faced as they sought to expand women‟s institutional access to education

Theodore Burczak of Denison University reviews “Documents Related to John Maynard Keynes, Institutionalism at Chicago and Frank H. Knight”, by Ross B. Emmett. The Econlit abstract of this book begins: “Eight papers explore topics related to John Maynard Keynes, institutionalism at the University of Chicago, and Frank H. Knight. Papers discuss the original 1933 “National Self-Sufficiency” lecture by Keynes—its political economic context and purpose (Mark C. Nolan); “National Self-Sufficiency” (Keynes); studying institutional economics at Chicago in the 1930s—the case of Arthur Bloomfield (Pier Francesco Asso and Luca Fiorito); Thorstein Veblen and his analysis of business enterprise (Bloomfield); Knight on institutionalism and economics (Ross B. Emmett); institutional history and the classical economics (Knight); the friendship of Knight and Frederick D. Kershner (Emmett); and the correspondence between Knight and Kershner, 1915-51 (Emmett). Emmett is at James Madison College at Michigan State University.”

A Sociologias Plurais entrevistou a professora Vânia Penha-Lopes que aceitou conversar conosco enquanto ministrava o mini curso RELAÇÕES RACIAIS COMPARADAS: BRASIL E EUA, promovido pelo Programa de Pós-Graduação em Sociologia (PGSOCIO/UFPR); Núcleo de Estudos de Gênero (NEG/UFPR); Núcleo de Estudos Afro-Brasileiros (NEAB/UFPR); Programa de Pós-Graduação em Educação (PPGE/UFPR) e o Instituto de Estudos Avançado de Mobilidade Social. Vânia Penha-Lopes, Ph.D., é professora titular de Sociologia no Bloomfield College, em Nova Jérsei, EUA e, desde 2010, codiretora do Seminário do Brasil na Universidade Columbia, em Nova Iorque, também é membro do comitê executivo da Brazilian Studies Association-BRASA. É doutora em Sociologia pela Universidade de Nova Iorque (1999), com pós-doutorado em Ciências Sociais do Programa de Pós-graduação em Ciências Sociais da Universidade do Estado do Rio de Janeiro (2007). É também mestra em Sociologia (1991) e em Antropologia (1987), ambos pela Universidade de Nova Iorque, e bacharel em Ciências Sociais pela Universidade Federal do Rio de Janeiro (1982, com distinção acadêmica). A Professora Doutora Vânia é congressista e palestrante na América do Norte, América do Sul e Europa e é autora de vários artigos, em inglês e português, sobre relações raciais no Brasil e nos Estados Unidos, ações afirmativas comparadas, família e masculinidades. Durante sua passagem pelo Brasil em 2013, Vânia Penha-Lopes lançou o livro “Pioneiros: Cotistas na Universidade Brasileira” pela Paco Editorial.