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Relevant bibliographies by topics / Columbia University. Class of 1873

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Academic literature on the topic 'Columbia University. Class of 1873'

Author: Grafiati

Published: 28 July 2024

Last updated: 31 July 2025

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Journal articles on the topic "Columbia University. Class of 1873"

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Leibo, Steven A., Abraham D. Kriegel, Roger D. Tate, et al. "Book Reviews." Teaching History: A Journal of Methods 12, no. 2 (1987): 28–47. http://dx.doi.org/10.33043/th.12.2.28-47.

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David K. Dunaway and Willa K. Baum, eds. Oral History: An Interdisciplinary Anthology. Nashville: American Assocation for State and Local History, 1984. Pp. xxiii, 436. Paper, $17.95 ($16.15 to AASLH members); cloth $29.50 ($26.95 to AASLH members). Review by Jacob L. Susskind of The Pennsylvania State University at Harrisburg. Salo W. Baron. The Contemporary Relevance of History: A Study in Approaches and Methods. New York: Columbia University Press, 1986. Pp. viii, 158. Cloth, $30.00; Stephen Vaughn, ed. The Vital Past: Writings on the Uses of History. Athens: The University of Georgia Press

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Andrew, Caroline. "Adèle Perry On the Edge of Empire : Gender, Race and the Making of British Columbia, 1849-1871. Toronto, University of Toronto Press, 2001, 286 p. Himani Bannerji, Sharzad Mojab et Judith Whitehead (dir.) Of Property and Propriety : The Role of Gender and Class in Imperialism and Nationalism. Toronto, University of Toronto Press, 2001, 244 p." Recherches féministes 15, no. 1 (2002): 171. http://dx.doi.org/10.7202/000783ar.

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Exenberger, Andreas. "Hannah Catherine Davies, Transatlantic Speculations. Globalization and the Panics of 1873. New York, Columbia University Press 2018." Historische Zeitschrift 311, no. 3 (2020): 825–26. http://dx.doi.org/10.1515/hzhz-2020-1497.

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CALDER, DALE R. "Harry Beal Torrey (1873–1970) of California, USA, and his research on hydroids and other coelenterates." Zootaxa 3599, no. 6 (2013): 549–63. http://dx.doi.org/10.11646/zootaxa.3599.6.4.

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Harry Beal Torrey was born on 22 May 1873 in Boston, Massachusetts. Two years later his family moved to Oakland, California. Torrey earned B.S. and M.S. degrees in zoology from the University of California, Berkeley, in 1895 and 1898 respectively, a Ph.D. in zoology from Columbia University in 1903, and an M.D. from the Medical College of Cornell University in 1927. He began his academic career as a marine biologist, investigating taxonomy, reproduction, morphology, development, regeneration, and behaviour of cnidarians of the west coast of the United States, but his research interests soon sh

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Klinenberg, Eric. "How Many Americas? the Culture Wars in u.s. Politics." Contexts 4, no. 3 (2005): 16–20. http://dx.doi.org/10.1525/ctx.2005.4.3.16.

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In February, Contexts kicked off a series of public discussions with a forum including University of Pennsylvania sociologist Elijah Anderson, author of Code of the Street; Thomas Frank, author of What's the Matter with Kansas?; and Nation columnist and Columbia Law School professor Patricia Williams. NYU sociology professor Eric Klinenberg moderated the discussion before a capacity crowd at New York University. The conversation touched upon issues of class, race, market culture, free speech, and party politics. Here are excerpts from the event.

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Wang, Yongxiu. "Global Health Master's Talent Cultivation Models of World-Class Universities and Implications: A Comparative Analysis of Five U.S. Institutions." Journal of Higher Education Research 4, no. 4 (2023): 118. http://dx.doi.org/10.32629/jher.v4i4.1476.

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Global health aims to improve the health levels of all humanity. Chinese universities, guided by national development strategies, are endeavoring to cultivate highly qualified global health professionals with international perspectives and interdisciplinary knowledge. This paper conducts a comparative analysis of the global health master's talent cultivation models at world-class universities such as Johns Hopkins University, Harvard University, University of Washington, Yale University, and Columbia University. It analyzes their talent cultivation objectives, research directions, curriculum s

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Cassidy, Alice L. E. V. "Illuminating scholarship to students: Librarian-faculty course collaborations." Canadian Perspectives on Academic Integrity 1, no. 2 (2018): 58–67. http://dx.doi.org/10.55016/ojs/cpai.v1i2.53354.

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Collaborations between teaching faculty, librarians and others can lead to enhanced learning experiences for students, especially in the interrelated areas of scholarly research, information literacy and academic integrity. I focus on collaborative projects related to credit courses, ranging from 1st through 4th year, at two Canadian universities, the University of British Columbia and the University of Toronto. Examples include such techniques and strategies as in-class activities, out of class homework and assignments, flexible assignments and online resources. I highlight collaborations acr

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Harris, Max. "Transatlantic Speculations: Globalization and the Panics of 1873. By Hannah Catherine Davies. New York: Columbia University Press, 2018. Pp. xix, 226. $65.00, hardcover." Journal of Economic History 79, no. 3 (2019): 910–11. http://dx.doi.org/10.1017/s0022050719000457.

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KITLV, Redactie. "Book Reviews." New West Indian Guide / Nieuwe West-Indische Gids 72, no. 1-2 (1998): 125–99. http://dx.doi.org/10.1163/13822373-90002604.

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-Valerie I.J. Flint, Margarita Zamora, Reading Columbus. Berkeley: University of California Press, 1993. xvi + 247 pp.-Riva Berleant-Schiller, Historie Naturelle des Indes: The Drake manuscript in the Pierpont Morgan Library. New York: Norton, 1996. xxii + 272 pp.-Neil L. Whitehead, Charles Nicholl, The creature in the map: A journey to Eldorado. London: Jonathan Cape, 1995. 398 pp.-William F. Keegan, Ramón Dacal Moure ,Art and archaeology of pre-Columbian Cuba. Pittsburgh: University of Pittsburgh Press, 1996. xxiv + 134 pp., Manuel Rivero de la Calle (eds)-Michael Mullin, Stephan Palmié, Sla

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Richardson, Justin, Deborah Cabaniss, Sabrina Cherry, Jane Halperin, and Susan Vaughan. "Emergency Remote Training in Psychoanalysis and Psychotherapy: An Initial Assessment from Columbia." Journal of the American Psychoanalytic Association 68, no. 6 (2020): 1065–86. http://dx.doi.org/10.1177/0003065120980489.

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The Covid-19 pandemic and the social distancing required to combat it have set in motion an experiment in psychoanalytic education of unprecedented scope. Following an abrupt shift from in-person study to remote classes, supervision, clinical work, and training analyses, the Columbia University Center for Psychoanalytic Training and Research polled its psychotherapy and psychoanalysis trainees to assess their initial experience of remote training. Most candidates found the technical aspects of online learning easy and were satisfied with remote training overall. Across all programs, most train

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Books on the topic "Columbia University. Class of 1873"

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Hornblass, J. J. Ink stained: Essays by the Columbia University Graduate School of Journalism class of 1992. Ink Stains Press, 2014.

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Petchell, Mikayla. Redneck Rich. Mikayla Petchell, 2020.

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1927-, Birman Joan S., Gilman Jane 1945-, Menasco William W. 1954-, and Lin Xiao-song 1957-, eds. Knots, braids, and mapping class groups--papers dedicated to Joan S. Birman: Proceedings of a conference on low dimensional topology in honor of Joan S. Birman's 70th birthday, March 14-15, 1998, Columbia University, New York, New York. American Mathematical Society, 2001.

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Graduate School of Journalism : The Class of 1936: The first fifty years. Graduate School of Journalism, Columbia University, 1986.

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Moscow Workers and the 1917 Revolution: Studies of the Russian Institute, Columbia University. Princeton University Press, 2016.

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Koenker, Diane P. Moscow Workers and the 1917 Revolution: Studies of the Russian Institute, Columbia University. Princeton University Press, 2014.

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Koenker, Diane P. Moscow Workers and the 1917 Revolution: Studies of the Russian Institute, Columbia University. Princeton University Press, 2014.

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Koenker, Diane P. Moscow Workers and the 1917 Revolution: Studies of the Russian Institute, Columbia University. Princeton University Press, 1986.

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Hill-Saya, Blake, G. K. Butterfield, and C. Eileen Watts Welch. Aaron McDuffie Moore. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469655857.001.0001.

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Aaron McDuffie Moore (1863–1923) was born in rural Columbus County in eastern North Carolina at the close of the Civil War. Defying the odds stacked against an African American of this era, he pursued an education, alternating between work on the family farm and attending school. Moore originally dreamed of becoming an educator and attended notable teacher training schools in the state. But later, while at Shaw University, he followed another passion and entered Leonard Medical School. Dr. Moore graduated with honors in 1888 and became the first practicing African American physician in the cit

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Designing world class e-learning: How IBM, GE, Harvard Business School, and Columbia University are succeeding at e-learning. McGraw-Hill, 2002.

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Book chapters on the topic "Columbia University. Class of 1873"

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Pfirman, Stephanie, and Gisela Winckler. "Perspectives on Teaching Climate Change: Two Decades of Evolving Approaches." In Transforming Education for Sustainability. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-13536-1_19.

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AbstractSince 1996, Columbia University and Barnard College have required that undergraduate environmental majors take “Earth’s Environmental Systems: Climate.” The class is co-taught by 2–3 professors and is offered by different teams in fall and spring semesters. As one of the longest, continuously running, required classes on climate in the world, tracing changes in the content of this class, as well as the perspectives of its professors and students, provides insight into the evolution of climate change from a component of Earth’s system, to an international crisis. This chapter discusses

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Smith, Neil Thomas. "1. Roundtable 1." In Classical Music Futures. Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0353.01.

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This chapter looks at approaches to urgent issues around equality, inclusion and diversity within classical music today through the lens of volume’s main theme: the future. The discussion covers three arenas in which efforts to increase representation in terms of gender, race and – to a lesser extent – class are well underway, though still with significant steps still to take for parity to be achieved. These are: music higher education, community projects undertaken by orchestras, and festivals of new music. Each author provides a snapshot of the issues at stake in these different areas of cla

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"CHAPTER 41 COLUMBIA COLLEGE CLASS DAY ADDRESS Columbia University, South Lawn, May 16, 2023." In In Search of an Open Mind. Columbia University Press, 2024. https://doi.org/10.7312/boll21799-043.

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"Why Me?" In Poor Things. Duke University Press, 2024. http://dx.doi.org/10.1215/9781478059974-002.

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The author provides a personal account of his life, particularly his intersections with middle- and upper-class people as he moved from the Bronx to Columbia University. And then his long struggle for tenure highlights the problems that first-generation students and faculty members have with negotiating the complex, class-linked structure of academic life.

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"Ruth Bader Ginsburg 1933–." In Milestone Documents of American Leaders. Schlager Group Inc., 2009. https://doi.org/10.3735/9781935306047.book-part-041.

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Ruth Bader was born on March 15, 1933, in Brooklyn, New York. She graduated from Cornell University in 1954 and that year married Martin Ginsburg, a classmate. She enrolled at Harvard Law School, but after her husband found employment with a New York City law firm, she transferred to Columbia University, where she graduated tied for first in her class in 1959. That year she accepted a two-year clerkship for U.S. District Court Judge Edmund L. Palmieri in New York. After working on the Columbia Law School Project on International Procedure from 1961 to 1963, Ginsburg accepted a post as a law pr

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Fisher, William W., Morton J. Horwitz, and Thomas A. Reed. "Legal Education and Legal Scholarship." In American Legal Realism. Oxford University PressNew York, NY, 1993. http://dx.doi.org/10.1093/oso/9780195071221.003.0008.

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Abstract While the Realist debates over educational policy concerned curriculum primarily, they fall into a broader set of arguments conducted among lawyers in the 1920s and 1930s, arguments that had themselves been ebbing and flowing over the course of a century. Justice Story had warned a local bar association in 1835 of the “fearful calamity which threatens us, of being buried alive ... in the labyrinths of the law.” Story believed that the only way out of these catacombs was through the “habits of generalization,” to be furnished by a separate university education in law.1 By 1870, Dean Ch

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DiSavino, Elizabeth. "Young Lady from London." In Katherine Jackson French. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178523.003.0003.

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Jackson teaches for a year, and then attends Ohio Wesleyan University, where she excels academically. Her personality emerges from records of her activities, and it’s clear she is an energetic and enterprising young woman. She earns not the usual degree women did, but the regular B.A. degree, graduating with the same credentials men did. Jackson teaches, then returns home when her father dies. She returns to Ohio Weslyan and earns a masters degree. She attends Columbia University and earns a Ph.D., only the second woman in the history of the college to do so. Her life as a female Ph.D. student

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Rosen, Richard A., and Joseph Mosnier. "Julius Chambers Emerges." In Julius Chambers. University of North Carolina Press, 2016. http://dx.doi.org/10.5149/northcarolina/9781469628547.003.0003.

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This chapter recounts Julius Chambers's achievements during college, graduate school, and law school. After graduating summa cum laude from North Carolina College for Negroes and obtaining his masters degree in history at the University of Michigan, Chambers was admitted to the University of North Carolina School of Law, desegregated the prior decade by federal court order over the forceful objections of University and North Carolina officials. Chambers, despite being ranked 112th among the 114 students admitted to the Class of 1962 and notwithstanding a generally unwelcoming, often hostile at

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Aronson, Amy. "Discovering Crystal." In Crystal Eastman. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199948734.003.0003.

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Crystal Eastman entered Vassar’s class of 1903, rooming with Lucy Burns, later the chief lobbyist of the National Woman’s Party. She then attended Columbia University, studying with John Bates Clark and Franklin Henry Giddings and earning a master’s degree in sociology in 1904. After a year teaching high school, she entered New York University Law School in the fall of 1905, finishing her doctor of law in 1907, second in her class. Beginning in her law school years, Eastman lived in Greenwich Village, first supporting herself by working as athletics director at the Greenwich House Settlement.

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Berger, Iris. "Worlds Apart: A New Racial Divide." In South Africa in World History. Oxford University PressNew York, NY, 2009. http://dx.doi.org/10.1093/oso/9780195157543.003.0005.

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Abstract Pixley ka Izaka Seme, born to a Christian family in Natal in 1881, left South Africa in 1898 with plans to study in the United States, following in the footsteps of his cousin John Dube, who had attended Oberlin College in Ohio. With the assistance of the American Congregationalist missionary Reverend S. C. Pixley, whose name he adopted, Seme attended the mission-run Mt. Hermon School for Boys in Northampton, Massachusetts. He then went to Columbia University in New York, where he won the university’s highest oratorical honor for a speech entitled “The Regeneration of Africa.” After e

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Conference papers on the topic "Columbia University. Class of 1873"

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Tyagi, Pawan. "Student Presentation Based Teaching (SPET) Approach for Classes With Higher Enrollment." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88463.

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Recently student presentation based effective teaching (SPET) approach was designed for elective courses or senior level courses with less than ten students. SPET approach is mainly designed for research active, busy faculty who are interested in active student teaching but have very less time to prepare for the class activities. SPET is based on the student making 10–20 minutes presentation in the class to address the conceptual questions that are assigned 1–2 weeks before the presentation day. However, SPET approach becomes impractical for large class size due to the reason that during one c

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Tyagi, Pawan. "Student Presentation Based Effective Teaching (SPET) Approach for Advanced Courses." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66029.

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A student activity based effective teaching approach can significantly improve student learning. However, implementing student activity based teaching for the advanced level courses can be very challenging. Incomplete course coverage and the amount of time required by an instructor for designing active teaching strategies are cited as the common inhibiting factors in the adoption of active student teaching. This paper discusses a student presentation based effective teaching (SPET) approach that covers more course material than that covered in the conventional or other student-active teaching

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Waheed, Bushra, Brodie Couch, Gouri Bhuyan, Hassan Iqbal, and Eddie Lee. "Compliance Oversight of Operators’ Integrity Management Program for Pipelines: A Risk Based Evaluation Approach Incorporating Safety Culture." In 2018 12th International Pipeline Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ipc2018-78240.

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Integrity Management Program (IMP) is a systematic and documented program for assuring asset integrity throughout the full life cycle of an asset. To ensure safe and reliable operation, the British Columbia Oil and Gas Commission (Commission) has been requiring its licensed pipeline operators through its regulations to develop and implement pipeline integrity management programs (IMPs) in accordance with Canadian Industry Standard CSA Z662. The auditing process, the collated results and findings from the IMP audit years (2011–15) were published in IPC 2016-64161[1]. Since 2016, the Commission

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Tyagi, Pawan. "Easily Adoptable Interactive Teaching Practices and Students Progress Monitoring Strategies." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39118.

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An active class room teaching practice can become highly rewarding for students. An instructor practicing active learning approaches may get significantly higher success in inculcating course materials deeply as compared to a lecture based teaching. However, transitioning from prevailing lecture based instruction to an active learning approach can be hampered by the reservations and prejudices of an engineering educator; a tenure track faculty may find it even more challenging to leave the traditional lecture based teaching approach and adopt an active teaching approach. This paper will descri

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