Relevant bibliographies by topics / Dartmouth College. Class of 1964

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Academic literature on the topic 'Dartmouth College. Class of 1964'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2025

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Journal articles on the topic "Dartmouth College. Class of 1964"

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McClellan, Cara, and Matthew Delmont. "Policy Dialogue: Racial Segregation in America's Schools." History of Education Quarterly 63, no. 1 (2023): 126–37. http://dx.doi.org/10.1017/heq.2022.44.

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AbstractAmerica's schools are more segregated today than they were three decades ago. After initial progress in the wake of the Supreme Court's 1954 ruling in Brown v. Board of Education—further bolstered by the 1964 Civil Rights Act, as well as by several other rulings by the court—the nation's schools began a process of resegregation in the early 1990s. White resistance, reversals by the court, and growing residential segregation have ensured that many young people attend school with classmates from similar racial and class backgrounds. As a recent report from the UCLA's Civil Rights Project
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Mauhs-Pugh, Thomas. "Charter Schools 1995." education policy analysis archives 3 (July 12, 1995): 13. http://dx.doi.org/10.14507/epaa.v3n13.1995.

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This report is the result of a group project undertaken by Tom Mauhs-Pugh's class in Policy and Politics in American Education at Dartmouth College during March-May of 1995. Specific attribution of authorship will be given in the text for relevant sections.
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Williams, John P. "Rage Against the Machine: Berkeley 1964 and the Birth of the Free Speech Movement." Perspectives on Global Development and Technology 17, no. 1-2 (2018): 158–72. http://dx.doi.org/10.1163/15691497-12341472.

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Abstract This article examines the origins and contributions of the Freedom of Speech Movement (fsm) at the University of California, Berkeley (September-December 1964) that led to widespread social activism on other college and university campuses throughout the us. This article highlights the role of Mario Savio and other participants in the fsm while linking these efforts to the civil rights movements of the late 1950s and early 1960s. The essence of the fsm and its contribution to social activism by middle-class college and university students can be seen in the primary sources provided by
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Gugler, Josef. "How Ngũgĩ wa Thiong'o Shifted from Class Analysis to a Neo-Colonialist Perspective." Journal of Modern African Studies 32, no. 2 (1994): 329–39. http://dx.doi.org/10.1017/s0022278x00012787.

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Ngũgĩ wa Thiong'o has established himself as one of the leading second-generation African writers. His first two novels, Weep Not, Child (London, Heinemann, 1964) and The River Between (London, Heinemann, 1965), written while an undergraduate at Makerere University College, Kampala, brought him recognition as the foremost East African writer. His third novel, A Grain of Wheat (London, Heinemann, 1967), established James Ngugi, as he then called himself, as one of the most distinguished literary voices from Africa. There was a long pause before Ngũgĩ published his next novel, Petals of Blood (L
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Tsakiridou, Cornelia (Corinna) A. "Nationalist Dilemmas: Halide Edib on Greeks, Greece, and the West." New Perspectives on Turkey 27 (2002): 1–34. http://dx.doi.org/10.1017/s0896634600003782.

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O College dear, we praise theeFor pointing to the starsWith faith and hope unswervingWhich no weak vision marsThy service unrestrictedBy race or class or creed;Thy love so freely offered,Its only claim-our need.-Anthem of the American College for Girls, IstanbulHalide Edib (1883-1964) was one of modern Turkey's most celebrated women. Author, feminist, nationalist, modernist, educator, and member of the National Assembly, she identified her person and career with the transformation of Turkey into a modern secular republic. Educated in the internationalist spirit of the American College for Girl
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Stewart, Abigail J., and Joan M. Ostrove. "Social Class, Social Change, and Gender." Psychology of Women Quarterly 17, no. 4 (1993): 475–97. http://dx.doi.org/10.1111/j.1471-6402.1993.tb00657.x.

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This article explores the implications of social class background in the lives of women who attended Radcliffe College in the late 1940s and in the early 1960s. Viewing social classes as “cultures” with implications for how individuals understand their worlds, we examined social class background and cohort differences in women's experiences at Radcliffe, their adult life patterns, their constructions of women's roles, and the influence of the women's movement in their lives. Results indicated that women from working-class backgrounds in both cohorts felt alienated at Radcliffe. Cohort differen
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Chopik, William. "FRIENDSHIP QUALITY IN COLLEGE PREDICTS WELL-BEING IN QUALITATIVE LIFE REFLECTIONS 50 YEARS LATER." Innovation in Aging 8, Supplement_1 (2024): 681. https://doi.org/10.1093/geroni/igae098.2223.

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Abstract Theories of successful aging and psychosocial development posit that well-being later life indicates successful adaptation and portends a longer life. In identifying antecedents to late life well-being, close relationships have emerged as a prominent antecedent for health and well-being across life. However, prospective studies examining the impact of social relationships on health and well-being are relatively rare, particularly mixed methods studies. I paired the Harvard Student Study Class of 1964 (N = 252) with qualitative reflection data in their alumni class reports every five y
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Barnett, Michael, and Robin Smith. "Walter Thompson Welford. 31 August 1916 — 18 September 1990." Biographical Memoirs of Fellows of the Royal Society 50 (January 2004): 315–31. http://dx.doi.org/10.1098/rsbm.2004.0021.

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Walter Thompson Welford (Walter Weinstein until 1957), born in London, left Hackney Technical Institute at the age of 16 years to become a technician at the London Hospital and later at Oxford University Biochemistry Department. In 1942, after obtaining a first–class honours external degree in mathematics from London University by private study, he returned to London to work at Adam Hilger Ltd. He moved to Imperial College, London, as a research assistant in 1947, became a lecturer in 1951, a senior lecturer in 1959, Reader in 1964 and Professor of Physics in 1973. He was elected a Fellow of T
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Cohen, Stephen D. "Walter Wilson Stothers (1946–2009)." Glasgow Mathematical Journal 52, no. 3 (2010): 711–15. http://dx.doi.org/10.1017/s0017089510000534.

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Walter Wilson Stothers was born in Glasgow on 8 November 1946. A third (youngest) son, he had the identical name to his father. From childhood, however, he had always been known by his middle name ‘Wilson’, so that his father, a Glasgow GP, would never be referred to as ‘Old Walter’. His mother, as Jean Young Kyle, had herself graduated in Mathematics in 1927, a rare achievement for a woman at that time. After attending the local primary school 1952–1956, Wilson completed his primary education in the preparatory classes in Allan Glen's School, then a distinguished Glasgow boys school with a sc
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Vincent, Brian. "Ronald Harry Ottewill OBE FRS. 8 February 1927 — 4 June 2008." Biographical Memoirs of Fellows of the Royal Society 55 (January 2009): 157–84. http://dx.doi.org/10.1098/rsbm.2009.0010.

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Ron Ottewill was educated at Southall County School and at Queen Mary College, London, where he obtained a first-class honours degree in chemistry and then a PhD, under the supervision of Dr D. C. Jones. He moved to Cambridge (Fitzwilliam College) in 1952 on a Nuffield Fellowship, and joined the famous Colloid Science Department, which had been founded by Eric Rideal FRS. There Ron worked with Paley Johnson on antibody–antigen interactions, before becoming an assistant director of research in 1958. After a six-month spell in Theo Overbeek's laboratory in Utrecht during 1956, Ron's research int
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Books on the topic "Dartmouth College. Class of 1964"

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Library, Dartmouth College. The legacy of Mark Twain: An exhibition in memory of Edward J. Willi, class of 1924, trustee of the Mark Twain Foundation. Dartmouth College Library, 1994.

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2

Art, Hood Museum of. New England silver at Dartmouth College: A tribute to Frank L. Harrington, class of 1924. Trustees of Dartmouth College, 1989.

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N, Cronenwett Philip, ed. Herb West's farewell address: May 28, 1964--Dartmouth Hall, Dartmouth College, Hanover, New Hampshire. Westholm Publications, 2006.

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Dartmouth College. Class of 1953. Celebrating the past, challenging the future: The golden anniversary, 1953-2003. Edited by Goss Donald Carpenter 1930-. Dartmouth College, 2003.

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5

Caproni, Leo F., and Joanna S. Caproni. Dartmouth at war: Ninety-one percent of the Dartmouth College Class of 1942 served in World War II. Here are some of their stories. Dartmouth Class of 1942, 2011.

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Harvard College (1780- ). Class of 1964. Thirty-fifth anniversary report. Class Report Office, Harvard University, 1999.

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Harvard College (1780- ). Class of 1964. Twenty-fifth anniversary report. DBL Co., 1989.

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Harvard College (1780- ). Class of 1964. Thirtieth anniversary report. Office of the University Publisher, 1994.

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Harvard College (1780- ). Class of 1964. Fortieth anniversary report. Class Report Office, Harvard University, 2004.

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Harvard College (1780- ). Class of 1964. Forty-fifth anniversary report. Class Report Office, Harvard University, 2009.

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Book chapters on the topic "Dartmouth College. Class of 1964"

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"1. Bright College Years, 1960–1964." In Class Divide. Cornell University Press, 2017. http://dx.doi.org/10.7591/9780801456121-003.

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2

May, Gary. "The New Student— Dartmouth, 1934-1936." In Un-American Activities. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195049800.003.0002.

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Abstract “There was nothing outstanding about Bill Remington when he arrived in Hanover during September 1934, with the other 700 Pea Greens that composed the class of ‘38,” noted the college’s newspaper, The Dartmouth, in 1954: The Greenbook showed he compiled an average record at his hometown high school ... and above his activities there was a picture of a skinny-faced youngster with unruly blond hair and a sheepish grin. If anyone had bothered to check the birth date of the tall, lanky freshman, they might have been surprised to find that he was only 16, but other than that there was nothi
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D'Elia, John A. "Early Life and Academic Preparation (1911-1950)." In A Place at the Table. Oxford University PressNew York, NY, 2008. http://dx.doi.org/10.1093/oso/9780195341676.003.0001.

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Abstract George Eldon Ladd was born 3I July 1911 in Chauvin, Alberta, Canada, the eldest son in a troubled working-class family.1 Ladd’s father was an ill-tempered man who had left home at the age of fourteen to escape the abuse of his own violent father. Elmer Eugene Ladd (1869- 1929) was born in Nashua, New Hampshire, and lived in northern New England for much of his early life.2 A gifted singer in his younger years, Elmer Ladd studied briefly at the Boston Conservatory in the 1890s while working as an assistant to a local doctor. He decided to pursue a career in medicine and, though he neve
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Smith, Ronald A. "Sport, the Extracurriculum, and the Idea of Freedom." In Sports And Freedom. Oxford University PressNew York, NY, 1990. http://dx.doi.org/10.1093/oso/9780195065824.003.0002.

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Abstract Foot Ball Was Played every fair fall day at Dartmouth College in the mid-1830s. Ex-president S. C. Bartlett recalled his earlier fresh man playing days at the New Hampshire institution. He remem bered a senior who used “ stupendous boots he had made on purpose with soles fully a half inch thick. “ Bartlett, nearly six decades after the event, could still see the hulking upperclassman as he stood “ on the extreme edge of a dense, surging mass of struggles, the foot-ball far out of sight in the centre, but the boots going like a horizontal trip-hammer “ in one of those glorious class ba
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"Daniel Webster 1782–1852." In Milestone Documents of American Leaders. Schlager Group Inc., 2009. https://doi.org/10.3735/9781935306047.book-part-116.

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Born on January 18, 1782, in Salisbury, New Hampshire, Daniel Webster was the son of a Revolutionary War officer. At fourteen he went off to Phillips Exeter Academy, a preparatory school; a year later he entered Dartmouth College, graduating near the top of his class in 1801. Admitted to the bar in 1805, Webster soon embarked on a career in politics as a member of the Federalist Party, which advocated a strong central government and a diverse, integrated economy. Elected to Congress from New Hampshire in 1812, Webster opposed the decision by James Madison’s administration to go to war against
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Brint, Steven, and Jerome Karabel. "The Final Transformation in Massachusetts: Market Pressures, Fiscal Crises, and Business Influences, 1971-1985." In The Diverted Dream. Oxford University Press, 1989. http://dx.doi.org/10.1093/oso/9780195048155.003.0012.

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The focus of this chapter is on the shift toward predominantly vocational enrollments in the 1970s, brought on by the combined pressures of market decline, state fiscal crisis, and the political ascendance of conservative business leaders. Nevertheless, it would be misleading to suggest that contrary forces were not in evidence at least in the first few years of the 1970s. The most important of these contrary pressures was the sheer growth of the community college and university systems, which, for a time, encouraged an increase in the absolute numbers of transfers. The community colleges in M
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Skidmore, Thomas E. "Figueiredo: The Twilight of Military Government." In The Politics of Military Rule In Brazil, 1964–85. Oxford University PressNew York, NY, 1990. http://dx.doi.org/10.1093/oso/9780195063165.003.0007.

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Abstract The new president came from a military family. His father, General Euclides Figueiredo, had commanded a contingent of troops in the 1932 Sao Paulo rebellion against President Getulio Vargas’ s government.1Three of his sons, Joao Batista and two brothers, joined the army and made general. Joao graduated first in his class at the Colegio Militar in Porto Alegre and first in his class at the Esco/a Militar (Arma de Cava/aria). He later repeated that standing at the Esco/a de Aperfeiroamento de Oficiais (Cava/aria) and at the Esco/a de Estado-Maior. In 1960 he spent a year at the Higher W
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"In summary, the academic integrity literature suggests a possibility that SEPIB may have broader reaching effects than the traditionally examined learning out-comes and may actually influence academic integrity decisions. Based on the SEPIB and academic integrity literature, I hypothesized that students who commit academic dishonesty will have lower evaluative perceptions of their instructors than students who have not committed academic dishonesty. METHOD Participants The respondent pool, taken from 1,390 students, were students enrolled in a variety of courses at a large (approximately 18,000 undergraduate students) regional col-lege in the West. Of the original pool, 1,369 had participated in a test or other type of graded assignment when the survey was conducted, thereby having had an opportu-nity to have committed acts of academic dishonesty. Of these 1,369 students, 281 (20.5%) reported committing an act of academic dishonesty in the course in which the survey was conducted. Ages of the students ranged from 16 to 65, with the majority (70.2%) being 18 to 22 years of age. The sample included 564 men (43.3%) and 737 (56.6%) women. All college class levels were represented: 26.0% were lst-year students, 20.4% were sophomores, 28.3% were juniors, 23.7% were seniors, and 0.8% were graduate students. In an open-ended response question, students reported 38 dif-ferent majors. Measures Academic integrity. Items regarding types of academic dishonesty were compiled from previous surveys (with particular reliance on Barnett & Dalton, 1981; Bowers, 1964; Jendrek, 1992; Oaks, 1975; Singhal, 1982; Stevens, 1984; Wright & Kelly, 1974). Nineteen types of dishonest acts were selected and divided into two categories: tests or quizzes (see Table 1) and other activities (see Table 2). A determination of whether a student committed academic dishonesty in the course in which the survey was administered was based on whether the student responded yes to any of the 19 items listed in Tables 1 and 2. If students responded yes to a spe-cific behavior, they were also asked to indicate how frequently they had engaged in this behavior in the course. All students who answered no to all of the items were placed in the "not admitting to academic dishonesty in the course" category. SEPIB. Because SEPIB was assessed using four 5-point scales ranging from 1 (good, fair, worthless, negative) to 4 (bad, unfair, valuable, positive; see." In Academic Dishonesty. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-10.

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Reports on the topic "Dartmouth College. Class of 1964"

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Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employe
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