Relevant bibliographies by topics / Douglass College

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Douglass College'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 March 2023

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Journal articles on the topic "Douglass College"

1

Hickman, Jared. "Douglass Unbound." Nineteenth-Century Literature 68, no. 3 (December 1, 2013): 323–62. http://dx.doi.org/10.1525/ncl.2013.68.3.323.

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This essay tests what we might call the racialization-as-secularization thesis through an examination of a year in the intellectual and literary life of Frederick Douglass—from the summer of 1854, when he delivered his commencement address at Western Reserve College, “The Claims of the Negro Ethnologically Considered” (his direct response to the American School of Ethnology), to the summer of 1855, when his second autobiography, My Bondage and My Freedom, was published. “Claims” reveals that Douglass apprehended in the American School of Ethnology a distillation of the problem of race past internecine contentions about the interpretation of this or that biblical verse or curse to a bottom-line Christian-theistic question: What does the enslaved black body signify within a creationist framework? This confrontation of racial slavery as a theodical problem can help us account for the most salient difference of his second autobiography—its recourse to mythic drama of the sort associated with Romantic titanism. Douglass’s bravura performance of Romantic titanism in My Bondage and My Freedom underscores the extent to which Douglass abandoned the Christian millenarianism of the Garrisonian camp not for a tacitly secularist political abolitionism but rather for what we might call a heretical political-theological abolitionism that provides fruitful fodder for current historical and philosophical debates about secularity, secularism, and immanence.
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Rotunda, Michele. "The Douglass Century: Transformation of the Women’s College at Rutgers University." New Jersey Studies: An Interdisciplinary Journal 5, no. 2 (July 16, 2019): 282. http://dx.doi.org/10.14713/njs.v5i2.177.

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Olin, Ferris. "Institutional activism: documenting contemporary women artists in the United States." Art Libraries Journal 32, no. 1 (2007): 11–19. http://dx.doi.org/10.1017/s0307472200014802.

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The Margery Somers Foster Center, based at the Mabel Smith Douglass Library on the Douglass College campus of Rutgers, the State University of New Jersey, is a resource center and digital archive focused on women, scholarship and leadership. Numerous intersecting initiatives based at the center, library and university are making visible the lives, works and contributions to cultural history of contemporary women artists active in the United States.
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Grichting, Anna, and Kyle Sturgeon. "Urban Design Build: The Frederick Douglass Peace Park - Community-Based Learning Through Making." Open House International 40, no. 3 (September 1, 2015): 5–10. http://dx.doi.org/10.1108/ohi-03-2015-b0002.

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By way of its uniquely concurrent practice + academic learning model, the Boston Architectural College (BAC) has begun a thriving tradition of community engagement through design. This paper uncovers how design/build formats -cast as a service-learning projects - have the potential to foster profound student learning opportunities, improve the urban environment through design engagement and community action, and inform architectural accreditation. Though exceptionally rewarding, the design/build model is not without challenges. The authors utilize their unique perspectives as design educators and community members to deliver both a narrative account and critical analysis for a case study of one such learning model. The Frederick Douglas Peace Park project, conducted in 2008 as part of the authors’ Urban Design Build (UDB) format is an example of a grassroots initiative met with the support of an institution of design education. The project revitalizes a neglected neighborhood by activating forgotten space - rebuilding a sense of community and creating a place of memorial for a much-revered American Civil Rights Activist. Emanating from Grichting’s neighborhood peace park, Sturgeon’s UDB project extended grassroots momentum to community event programming and served as a catalyst for additional reclamation projects: a string of public spaces and the rehabilitation of a community center once on the verge of being torn down and privatized.
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Mappen, Ellen F. "Guest Comment: Creating a support system for women in science—Combining co‐curricular programming and student life at Douglass College." American Journal of Physics 59, no. 12 (December 1991): 1065. http://dx.doi.org/10.1119/1.16661.

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Harris, Barbara J. "A New Look at the Reformation: Aristocratic Women and Nunneries, 1450–1540." Journal of British Studies 32, no. 2 (April 1993): 89–113. http://dx.doi.org/10.1086/386024.

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Ever since the first flowering of scholarship on women in the late nineteenth and early twentieth centuries, convents have occupied a central place in historians' estimate of the position of women in medieval and early modern Europe. In 1910, Emily James Putnam, the future dean and president of Barnard College, wrote enthusiastically in The Lady, her path-breaking study of medieval and renaissance aristocratic women, “No institution in Europe has ever won for the lady the freedom of development that she enjoyed in the convent in the early days. The modern college for women only feebly reproduces it.” In equally pioneering works published in the same period, both Lena Eckenstein and Eileen Power recognized the significance of the nunnery in providing a socially acceptable place for independent single women.Many contemporary historians share this positive view of convents. In Becoming Visible, one of the most widely read surveys of European women's history, for example, William Monter wrote approvingly of convents as “socially prestigious communities of unmarried women.” Similarly, Jane Douglass praised nunneries for their importance in providing women with the only “visible, official role” allotted to them in the church, while Merry Wiesner, sharing Eckenstein and Power's perspective, has observed that, unlike other women, nuns were “used to expressing themselves on religious matters and thinking of themselves as members of a spiritual group. In her recently published study of early modern Seville, to give a final example, Mary Perry criticized the assumption that nuns were oppressed by the patriarchal order that controlled their institutions; instead, she emphasized the ways in which religious women “empowered themselves through community, chastity, enclosure and mystical experiences.”
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Houchen, Diedre. "Sonya Douglass Horsford, Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration. New York: Teachers College Press, 2011. Pp. 144. Cloth $60.00. Paper $26.95." Journal of African American History 97, no. 4 (October 2012): 501–4. http://dx.doi.org/10.5323/jafriamerhist.97.4.0501.

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Dienhart, John W. "A Memoir of Markets, Milestones, and Models." Business Ethics Quarterly 10, no. 1 (January 2000): 73–82. http://dx.doi.org/10.2307/3857696.

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Abstract:I begin by recounting the market demands that created an opportunity for me to teach business ethics in the College of Business at St. Cloud State University. The AACSB and my educational institution focused amorphous social demands for better business practices into a specific demand for a philosophy Ph.D. to teach business ethics. I felt frustrated teaching business ethics because of my inexperience and the eclectic nature of the field. I, and many others, searched for something to unify the many topics of the field. This search was one of the factors that led to BEQ’s appearance in 1991. The first issue marked a milestone in the continuing search for theory and the legitimization of the field. It focused previous discussions and was remarkably prescient. While it is unlikely that we will reach a consensus about how to understand the field, if consensus ever comes close to occurring, I argue that it will not coalesce over stakeholder theory. I examine two theories that could be used as a grand unified theory (GUT) of business ethics: Integrated Social Contracts Theory and my own institutional theory that expands on the work of Douglass North’s view of economic institutions. I use the discussion of these GUTs to develop criteria of what a successful GUT might look like. Based on these criteria, I argue that the institutional theory has a better chance of succeeding, but recognize that business ethics GUTs are primarily heuristic; many different types of theories can be helpful. Lastly, I discuss whether it is pretentious and overbearing to argue for a GUT. I argue that it need not be.
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Ritchie, J. M. "William Wilton Douglas. 15 August 1922 – 2 July 1998." Biographical Memoirs of Fellows of the Royal Society 46 (January 2000): 145–64. http://dx.doi.org/10.1098/rsbm.1999.0077.

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Professor William Wilton Douglas was an outstanding scientist, known particularly for his seminal work on elucidating the mechanisms underlying secretion within the endocrine system. In 1967 he became the first recipient of the John Gaddum Memorial Award from the British Pharmacological Society. The second such award was given in 1968 to J.R. (later Sir John) Vane (F.R.S. 1974) who, at the time of a memorial celebration of Douglas's life in 1998, remarked that: ‘We had a running joke about him being number one and me number two’. In 1975 Douglas received the Harry van Dyke Memorial Award from Columbia University's College of Physicians and Surgeons. In 1983 he was elected a Fellow of The Royal Society. In honouring him, the Society specifically cited his seminal contributions to our knowledge of the physiology and pharmacology of the endocrine systems. He was a man of great insight and splendid humour and will be missed by all who knew him.
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Wang, Sishen, Hao Wang, Pengyu Xie, and Xiaodan Chen. "Life-Cycle Assessment of Carbon Footprint of Bike-Share and Bus Systems in Campus Transit." Sustainability 13, no. 1 (December 25, 2020): 158. http://dx.doi.org/10.3390/su13010158.

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Low-carbon transport system is desired for sustainable cities. The study aims to compare carbon footprint of two transportation modes in campus transit, bus and bike-share systems, using life-cycle assessment (LCA). A case study was conducted for the four-campus (College Ave, Cook/Douglass, Busch, Livingston) transit system at Rutgers University (New Brunswick, NJ). The life-cycle of two systems were disaggregated into four stages, namely, raw material acquisition and manufacture, transportation, operation and maintenance, and end-of-life. Three uncertain factors—fossil fuel type, number of bikes provided, and bus ridership—were set as variables for sensitivity analysis. Normalization method was used in two impact categories to analyze and compare environmental impacts. The results show that the majority of CO2 emission and energy consumption comes from the raw material stage (extraction and upstream production) of the bike-share system and the operation stage of the campus bus system. The CO2 emission and energy consumption of the current campus bus system are 46 and 13 times of that of the proposed bike-share system, respectively. Three uncertain factors can influence the results: (1) biodiesel can significantly reduce CO2 emission and energy consumption of the current campus bus system; (2) the increased number of bikes increases CO2 emission of the bike-share system; (3) the increase of bus ridership may result in similar impact between two systems. Finally, an alternative hybrid transit system is proposed that uses campus buses to connect four campuses and creates a bike-share system to satisfy travel demands within each campus. The hybrid system reaches the most environmentally friendly state when 70% passenger-miles provided by campus bus and 30% by bike-share system. Further research is needed to consider the uncertainty of biking behavior and travel choice in LCA. Applicable recommendations include increasing ridership of campus buses and building a bike-share in campus to support the current campus bus system. Other strategies such as increasing parking fees and improving biking environment can also be implemented to reduce automobile usage and encourage biking behavior.
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Dissertations / Theses on the topic "Douglass College"

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Cheung, Hilary D. "An impact study of the educational experience on the financial, employment and educational development of graduates of the Douglas College business programs." Thesis, 1993. http://hdl.handle.net/2429/2220.

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Douglas College Business Program students have graduated for the past twenty-two years. This study was undertaken to examine three specific aspects of the 'impact' that the Douglas College educational experience has had on these business graduates. Impact, as defined by Alfred (1982), is the sum total of outcomes, changes and benefits produced by a college. Through the use of Astin's model of the components of the process of higher education, specific outcomes related to employment, finances and further educational development were investigated. A survey was conducted of graduates from selected business programs from the years 1981 and 1986. Analyses were carried out to determine outcomes of having graduated from a Douglas College business program. It was found that the Douglas College business program graduates experienced positive outcomes related to employment, finances, and pursuit of further education. Graduates perceived that the benefits related to employment were more important than other benefits related to their educational experience.
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Outahyon, Alex. "Influences de paramètres d'usinage et de stockage sur les propriétés fonctionnelles des surfaces de bois de Douglas." Phd thesis, 2008. http://pastel.archives-ouvertes.fr/pastel-00004949.

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La transformation du bois par enlèvement de matière génère de nouvelles surfaces qui ont une fonctionnalité précise et sont toutes appelées à recevoir des films protecteurs ou des colles. Ainsi, il convient d'être capable de produire d'emblée les surfaces les plus aptes à être revêtues sans surconsommation tout en offrant un fort pouvoir d'adhésion. Nous avons cherché à hiérarchiser les facteurs d'influence que sont la vitesse de coupe, la durée de stockage des surfaces, la rugosité des surfaces, la position dans la grume (aubier / duramen ; bois juvénile / bois adulte ; hauteur dans l'arbre) sur la mouillabilité à l'eau, les énergies de surface, la tenue de finitions pour des usages extérieurs (bardage) et la tenue de colle pour des emplois intérieurs (lamellé-collé). Ce travail, mené sur du bois de Douglas, a été répété pour deux procédés d'usinage : le défonçage et le ponçage. La durée de stockage a un effet dominant sur la dégradation de la mouillabilité des surfaces. Ces dernières devraient être traitées dans la semaine qui suit leur création. Les effets de la position dans la grume sont également très prononcés et semblent très liés tant à l'angle des microfibrilles qu'au taux d'extractible. L'effet de la vitesse de coupe est significatif sur la mouillabilité à l'eau mais assez peu prononcé et avec une évolution contraire en défonçage et en ponçage où la mouillabilité se dégrade quand la vitesse augmente. Cela semble explicable par la sollicitation thermique du bois de nature différente dans les deux cas. Enfin on ne note pas d'effet de la rugosité sur la mouillabilité dans le cas des surfaces défoncées et un effet positif dans le cas du ponçage. Concernant la tenue des finitions et des joints de colle, les deux procédés sont d'efficacité équivalente dans le premier cas et le ponçage est préférable pour la qualité du collage.
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Zarei, Roozbeh. "Developing enhanced classification methods for ECG and EEG signals." Thesis, 2017. https://vuir.vu.edu.au/35028/.

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A huge amount of biomedical data such as Electrocardiography (ECG) and Electroencephalography (EEG) signals are recorded daily from human body to assess and monitor human performance and physiological condition. The analysis of these signals is important for research as well as for medical diagnosis and treatment. Although ECG and EEG signals provide useful information about the heart and brain, the classification of these signals has not been well developed. Even now these signals are often examined manually by physicians. Hence, there is a need for developing automatic classification techniques that evaluate and assess these signals. This thesis presents enhanced methods for the classification of ECG and EEG signals in three areas: the detection of premature ventricular contraction (PVC), the identification of epileptic seizure, and the recognition of motor imagery (MI) tasks in Brain-Computer Interface (BCI).
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Books on the topic "Douglass College"

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Angell, Katelyn. My feminist friends. Brooklyn, NY: The author, 2011.

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Mary Ingraham Bunting: Her two lives. Savannah: Frederic C. Beil, 2005.

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The adventures of Douglas Bragg: A novel. Knoxville: University of Tennessee Press, 2008.

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New Jersey Olympian Development and Recognition Study Commission. and New Jersey. Office of Legislative Services. Public Information Office. Hearing Unit., eds. Public hearing before New Jersey Olympian Development and Recognition Study Commission: To elicit reactions to the Interim report and additional proposals to enhance the development and recognition of Olympic athletes from New Jersey : March 29, 1988, Wood Lawn, Douglass College Campus, Rutgers University, New Brunswick, New Jersey. Trenton, N.J: The Commission, 1988.

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Commission, New Jersey Citizens' Clean Elections. Commission meeting of New Jersey Citizens' Clean Elections Commission: Briefing by officials from the New Jersey Election Law Enforcement Commission on the New Jersey Fair and Clean Elections Pilot Program : followed by open discussion with public participation : Trayes Hall, Douglass College, Rutgers University, April 26, 2005, 3:00 p.m. Trenton, N.J: Office of Legislative Services, Public Information Office, Hearing Unit, 2005.

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Combat Studies Institute (U.S.). General Douglas MacArthur Military Leadership Writing Competition, Command and General Staff College 2012 award winning essays. Fort Leavenworth, Kansas: Combat Studies Institute Press, US Army Combined Arts Center, 2013.

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Jan, Cavanaugh, and Douglas F. Cooley Memorial Art Gallery, eds. Selections from the Reed College art collection: The Douglas F. Cooley Memorial Art Gallery, Reed College, Portland, Oregon, [exhibition] October 28-December 15, 1989. Portland, Or: The Gallery, 1989.

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Sir Douglas Wright Symposium (1987 Queen's College, University of Melbourne). Options for humanity: Five papers presented at the Sir Douglas Wright Symposium, Queen's College, University of Melbourne, 1987. Parkville: Queen's College, 1988.

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Patty, Bossort, Monnastes Cathy, Malnarich Gillies, British Columbia. Ministry of Advanced Education, Training and Technology., Canada National Literacy Secretariat, and Douglas College, eds. Literacy 2000, conference summary: Literacy 2000, make the next ten years matter : an international conference held at Douglas College, New Westminister, B.C., October 18-21, 1990. Richmond, B.C: Province of British Columbia, Ministry of Advanced Education, Training and Technology, 1991.

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Frederick, Douglass. Douglass: Autobiographies (Library of America College Editions). Library of America, 1996.

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Book chapters on the topic "Douglass College"

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"5. FROM NEW JERSEY COLLEGE FOR WOMEN TO DOUGLASS COLLEGE." In The Douglass Century, 93–116. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813585437-007.

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"Deans of the College." In The Douglass Century, ix—xii. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813585437-002.

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"Visual Arts Faculty at Douglass College." In Women Artists on the Leading Edge, 9–20. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813593388-002.

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"2. NEW JERSEY COLLEGE FOR WOMEN: Establishing a Tradition, 1918–1929." In The Douglass Century, 23–50. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813585437-004.

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"11. DOUGLASS RESIDENTIAL COLLEGE: Revitalizing Women’s Education in the Twenty-First Century." In The Douglass Century, 241–56. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813585437-013.

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"4. WORLD WAR II AND ITS AFTERMATH: New Jersey College For Women, 1940–1950." In The Douglass Century, 73–92. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813585437-006.

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"The Women Artists Series at Douglass College." In Women Artists on the Leading Edge, 133–38. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813593388-019.

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"Conclusion: More on Douglass College and Women Artists." In Women Artists on the Leading Edge, 153–56. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813593388-022.

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"Exhibitions at the Walters Hall Art Gallery, Douglass College." In Women Artists on the Leading Edge, 143–52. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813593388-021.

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"4. Profiles in Courage: Breaking the Color Line at Douglass College." In Scarlet and Black, Volume Two, 106–31. Rutgers University Press, 2020. http://dx.doi.org/10.36019/9781978813052-005.

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Conference papers on the topic "Douglass College"

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Glebbeek, E., O. R. Pols, Richard J. Stancliffe, Guenter Houdek, Rebecca G. Martin, and Christopher A. Tout. "When Stars Collide." In UNSOLVED PROBLEMS IN STELLAR PHYSICS: A Conference in Honor of Douglas Gough. AIP, 2007. http://dx.doi.org/10.1063/1.2819012.

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