Relevant bibliographies by topics / Emerson College

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

Academic literature on the topic 'Emerson College'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Emerson College"

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Beisler, Lynn, Janet Hill, Mandy Janjigian, David Murphy, and Joanne Schmidt. "Emerson College Library Security Guidelines." Library & Archival Security 10, no. 1 (1990): 43–54. http://dx.doi.org/10.1300/j114v10n01_04.

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Norton, David L. "The Moral Individualism of Henry David Thoreau." Royal Institute of Philosophy Supplement 19 (March 1985): 239–53. http://dx.doi.org/10.1017/s1358246100004616.

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Henry Thoreau boasted that he was widely travelled in Concord, Massachusetts. He was born there on 12 July 1817, and he died there on 6 May 1862, of tuberculosis, at the age of forty-four years. In 1837 he graduated from Harvard College, and in 1838 he joined Ralph Waldo Emerson, Margaret Fuller, and others in the informal group that became known as the New England Transcendentalists. The author of four books, many essays and poems, and a voluminous journal, he is best known for the book Walden and the essay ‘Civil Disobedience’, and for the circumstances attending these two milestones in American thought and literature.
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Norton, David L. "The Moral Individualism of Henry David Thoreau." Royal Institute of Philosophy Supplement 19 (March 1985): 239–53. http://dx.doi.org/10.1017/s0957042x00004612.

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Henry Thoreau boasted that he was widely travelled in Concord, Massachusetts. He was born there on 12 July 1817, and he died there on 6 May 1862, of tuberculosis, at the age of forty-four years. In 1837 he graduated from Harvard College, and in 1838 he joined Ralph Waldo Emerson, Margaret Fuller, and others in the informal group that became known as the New England Transcendentalists. The author of four books, many essays and poems, and a voluminous journal, he is best known for the book Walden and the essay ‘Civil Disobedience’, and for the circumstances attending these two milestones in American thought and literature.
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Zahra, Mahnoor, Tanveer Hussain, and Deeba Shahwar. "Role of Technology in Developing Oral Fluency among Intermediate Students." Global Regional Review V, no. I (2020): 442–59. http://dx.doi.org/10.31703/grr.2020(v-i).48.

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Use of technology develops learner oral fluency, as well as their other learning skills. The recent research is on the role of modern technology in developing oral fluency of English among the students of intermediate level. The objective of the paper is to answer the question, what role technology plays in developing the oral fluency of learners? This study has been built on the hypothesis that technology has a positive influence on oral fluency, as by using technology learners enhance their oral fluency. In order to check our hypothesis this study used the quantitative data through questionnaire from 200 students (both male and female) aged between 17-19 years, at intermediate level from Government Emerson College Multan and Government Degree College Multan. The framework employed in this study is the input hypothesis by Stephen Krashen (1977). The hypothesis that technology plays positive role in developing oral fluency among students is proved in conclusion.
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Collins, David J., and Ian D. Rae. "R. W. E. MacIvor: Late-nineteenth-century Advocate for Scientific Agriculture in South-eastern Australia." Historical Records of Australian Science 19, no. 2 (2008): 125. http://dx.doi.org/10.1071/hr08007.

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Ralph Waldo Emerson MacIvor, a Scottish chemist, was brought to Victoria in 1876 by the prominent landowner W. J. Clarke to lecture to farmers on scientific agriculture. MacIvor lectured frequently over the next few years, joining in agricultural politics and supporting the establishment of agricultural colleges. He also lectured in South Australia and New Zealand. His lectures were fully reported in the press and in 1879 he incorporated their content in a book, The Chemistry of Agriculture. He was one of the unsuccessful applicants for the University of Melbourne's chair of chemistry to which David Orme Masson was appointed in 1886. In 1884, MacIvor was appointed by the new Sydney Technical College to lecture in country districts on scientific agriculture, but served for less than a year. He returned to Britain where he practised in London as a consulting analytical chemist. MacIvor came with experience in original chemical research, but he was not brought to Australia to conduct research in agricultural chemistry. His role was to act as instructor and advocate for scientific agriculture.
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Thylstrup, Nanna, and Kristin Veel. "Data visualization from a feminist perspective - Interview with Catherine D´Ignazio." Kvinder, Køn & Forskning, no. 1 (September 5, 2017): 67–71. http://dx.doi.org/10.7146/kkf.v26i1.109785.

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Catherine D’Ignazio is a scholar, artist/designer and software developer who focuses on data literacy, feminist technology and civic art. She has run breastpump hackathons, created award-winning water quality sculptures that talk and tweet, and led walking data visualizations to envision the future of sea level rise. Her research at the intersection of gender, technology and the humanities has been published in the Journal of Peer Production, the Journal of Community Informatics, and the proceedings of Human Factors in Computing Systems (ACM SIGCHI). D’Ignazio is an Assistant Professor of Civic Media and Data Visualization at Emerson College, a faculty director of the Engagement Lab and a research affiliate at the MIT Center for Civic Media.
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McLoughlin, John Grant. "Solutions to Calendar." Mathematics Teacher 89, no. 7 (1996): 582. http://dx.doi.org/10.5951/mt.89.7.0582.

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Problems 1-4 were submitted by Mike Arcidiacono, Frazer Boergadine, Gene Maier, Ted Nelson. Kathy Pfaendler, and Mike Shaughnessy of the Math Learning Center at Portland State University, Portland, OR 97207. Problem 5 was submitted by Betty J. Thomson, Community College of Rhode Island, Warwick, RI 02886. The problem was provided by Ruth Sperry, a student in Math 1470, History of Math. Problems 6, 7, 19-22 were sent by Corbin P. Smith. 8750 Hunter's Way, Apple Valley, MN 55124. Credit for 20 was given to Duane Hinders, Woodrow Wilson Summer Institute for Statistics. Problems 8, 9, 16-18 were supplied by Susan L. Besancon, 5100 South Ninety-second Street, Fort Smith, AR 72903. Problems 10 and 23 were adapted from The Penguin Dictionary of Curious and Interesting Numbers by David Wells (London: Penguin, 1987). Problems 11-15 were adapted from Let's Solve Some Math Problems by Derek Holton (Waterloo, Ont.: Canadian Mathematics Competition, 1993). Problems 25-27 were adapted from After Math: Puzzles and Brainteasers by Ed Barbeau (Toronto: Wall & Emerson, 1995). Problem 29 was contributed by Gene Zirkel, Nassau Community College, Garden City, NY 11530-6793.
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Shafiq, Awais, Abdullah Shafiq, Adnan Tahir, and Muhammad Akbar Sajid. "Lexical Inferencing in Newspaper Columns: An Introspective Study." International Journal of English Linguistics 9, no. 1 (2018): 367. http://dx.doi.org/10.5539/ijel.v9n1p367.

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The significance of vocabulary in second or foreign language cannot be denied. The study explores the knowledge sources used by ESL learners in generating the meanings of the unknown words found in the columns of a daily Dawn. The study also investigates the effect of text length and syntactic property of unknown words in the inferential behaviors of learners. The participants of the study were chosen randomly from BS English, Govt. Emerson College, Multan. The amended taxonomy of knowledge sources and clues given by Bengleil and Paribakht (2004) was used in the study. The inferences verbalized their thoughts while guessing the meanings of the unknown words. The higher group was more successful in their guessing than the lower group. The study also found out that text length and the syntactic property of an unknown word his impact on the process of lexical inferencing. The study recommends the strategy of lexical inferencing as it facilitates reading comprehension and enhances lexical knowledge of learners.
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Pritchard, Peggy, and Dan Thomas. "10. Inspiring Writing in the Sciences: An Undergraduate Electronic Journal Project." Collected Essays on Learning and Teaching 3 (June 13, 2011): 54. http://dx.doi.org/10.22329/celt.v3i0.3240.

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Most faculty will agree that students must learn to write well (Emerson, MacKay, MacKay, & Funnell, 2006), and in the sciences, a variety of approaches have been taken. In the College of Physical and Engineering Science at the University of Guelph, we have developed a way of embedding research, writing, and analytical skills into an introductory Nanoscience course that gives students the true-to-life experience of writing for publication, ignites their imaginations, and inspires them to do their best. Following the process of scholarly publication, students become researchers, authors, and reviewers for an electronic journal. Through appropriately timed workshops and tutorials, they receive support and feedback. Rubrics for the assessment of the students’ performances as authors and peer reviewers provide them with more insight into what constitutes work that falls below expectations, or meets or exceeds them. These rubrics also enable faculty to evaluate student contributions efficiently and fairly. In this essay, we showcase a suite of pedagogical tools that includes learning activities, open access software and assessment rubrics, and share our experiences of a faculty-librarian collaboration.
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Davidson, Ryan J. "Transatlantic Intersections: The Role of Ralph Waldo Emerson in the Dissemination of Blakean Thought into the Poetry of Walt Whitman." Hawliyat 17 (July 11, 2018): 33–50. http://dx.doi.org/10.31377/haw.v17i0.66.

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Whitman quoted no one in his poetry, at least not directly, as Matt Miller convincingly mgues in Collage of Myself However, Whitman was not above making use of the work of other writers in his poetry. It is through Whitman's early reading in conjunction with his collage approach to composition that he came to create Leaves of Grass as something which appears wholly original, but which resonates with so many echoes. It is often argued that Ralph Waldo Emerson is one of the most important influences on Whitman 's Leaves of Grass. The extent and significance of Emerson 's influence has been a subject of inquiry' since the advent of Whitman scholarship. This text will focus on Emerson's essays and lectures as the main influences on Whitman which can be read as providing a mediating influence between Blake and Whitman.
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Dissertations / Theses on the topic "Emerson College"

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McCormack, James M., and Bernard I. Schachter. "Acquisition and development strategies for the Emerson College properties." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/75989.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1985.
MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH
James M. McCormack and Bernard I. Schachter.
M.S.
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Hall, Chantel B. "New Learning Environments: A Study of How Architecture Can Respond to Interdisciplinary and Mobile Learning." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275665711.

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Hanlon, Kathleen M. "Web site design : Health Communication Resources /." 1996. http://grace.it.emerson.edu/acadepts/cs/healthcom/Resources.

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Books on the topic "Emerson College"

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Harris, Stanton Avery. Charles Emerson Harris family history: His ancestors and descendants. S.A. Harris, 1990.

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Sherer, Michael W. Little use for death. iUniverse.com, 2001.

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Gallery, Fred L. Emerson. Hamilton collects photography: The first 100 years. Emerson Gallery, Hamilton College, 2003.

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Cameron, Kenneth Walter. Emerson's apprenticeship: The college notebooks annotated with an index. Transcendental Books, 1993.

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Cameron, Kenneth Walter. Emerson's Harvard years: A record of his speeches, essays, themes, and formal discussions. Transcendental Books, 1996.

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Ross, Jordan. Emerson College. College Prowler, 2005.

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(EDT), College Prowler. Emerson College Ma 2007. College Prowler, 2006.

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Yusef, Komunyakaa, ed. Ploughshares: At Emerson College : Spring 1997. Emerson College, 1997.

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Ploughshares - Fall 2002 - At Emerson College (28). 2nd ed. Emerson College, 2002.

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Ploughshares at Emerson College Fall 2004 Fiction Issue. Emerson College, 2004.

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Book chapters on the topic "Emerson College"

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Gellman, Mneesha. "Higher Education Access and Parity." In Higher Education Accessibility Behind and Beyond Prison Walls. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3056-6.ch003.

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This chapter presents the educational intervention of the Emerson Prison Initiative, which offers a pathway to a Bachelor of Arts in Media, Literature, and Culture to incarcerated students at the Massachusetts Correctional Institution at Concord. A program of Emerson College, the Emerson Prison Initiative serves Emerson's mission to increase educational access for historically marginalized students, including those in prison, and maintains rigorous standards for academic excellence for students and faculty comparable to those at Emerson's Boston-based campus. The Emerson Prison Initiative is rooted in the notion that access to a college education can help transform how people engage in the world.
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"Conclusion: Du Bois and the Double Consciousness of the College." In A Liberal Education in Late Emerson. Boydell and Brewer Limited, 2019. http://dx.doi.org/10.1017/9781787444171.006.

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"[JOHN MILTON EMERSON], from a review in the Amherst College Indicator, February 1849." In Edgar Allen Poe. Routledge, 2013. http://dx.doi.org/10.4324/9780203195475-90.

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Lorbiecki, Marybeth. "Women and Wise Use: 1905– 1909." In A Fierce Green Fire. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199965038.003.0009.

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New Haven, Connecticut, where the Yale campus stretched its ivy-hung halls, was a far larger, busier, less countrified place than Lawrenceville. The Yale Forest School granted only graduate degrees, so Aldo enrolled in the Sheffield Scientific School on the Yale campus for his undergraduate studies. The college offered students a program of preparatory courses for the Forest School: physics, chemistry, German, mechanical drawing, and analytical geometry. In a room at 400 Temple Street, Aldo set up a lifestyle as frugal and selfreliant as he had in Lawrenceville. He stayed loyal to his plan for studying, working out in the gymnasium, and running cross-country track, while attending a variety of special lectures and expanding his reading list. In his reading as in his running, he covered great distances in a short time. He read Outdoor Pastimes of an American Hunter by Theodore Roosevelt alongside the Bible; books on forestry accompanied the works of Longfellow, Emerson, Thoreau, Cicero, and others. A tome inspiring “much interest and surprise” was Charles Darwin’s Vegetable Mould and Earthworms. (A year or so earlier, he had read A Naturalist’s Voyage Around the World and proclaimed it “very instructive.”) Aldo had far less time for tramping now. The countryside was farther away, and his four-to seven-a-week treks dwindled to one or two. Though he enjoyed the outings just as much, they were becoming a hobby rather than a way of life. His courses were more challenging, and he was beguiled by Ivy League activities and a new group of friends. Descriptions of football games and college parties began to fill his letters. He even let his sister Marie arrange a Christmastime schedule of dances and social engagements for him in Burlington, and then surprised himself by enjoying it all. Women, many of them Marie’s friends, had entered his domain of interest with a flourish, and his dancing lessons finally proved useful. Ham, from Lawrenceville, teased Aldo for his new fancies: “You have decayed into what I used to be— the lover with his ballad, the devoted sweetheart; the passionate letter-writer. Ah me!”
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