Relevant bibliographies by topics / Hunʾgu school

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

Academic literature on the topic 'Hunʾgu school'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Hunʾgu school"

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Barr, Allan, and Chih-p'ing Chou. "Yuan Hung-tao and the Kung-an School." Chinese Literature: Essays, Articles, Reviews (CLEAR) 10, no. 1/2 (July 1988): 188. http://dx.doi.org/10.2307/495151.

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Li, Tien-Yi, and Chih-P'ing Chou. "Yuan Hung-toa and the Kung-an School." American Historical Review 96, no. 2 (April 1991): 578. http://dx.doi.org/10.2307/2163368.

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Bryant, Daniel, and Chou Chihp'ing. "Yüan Hung-tao and the Kung-an School." Journal of the American Oriental Society 110, no. 3 (July 1990): 563. http://dx.doi.org/10.2307/603223.

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Thị Mỵ Lương, Trần. "Teaching Secondary School students how not to be violent." Journal of Science, Educational Science 60, no. 8B (2015): 95–101. http://dx.doi.org/10.18173/2354-1075.2015-0196.

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HUNG, Chang Hung, Jung Chi SU, and Lee Lan WU. "Service Quality Performance Matrix Applied in School Sports Facilities." Asian Journal of Physical Education & Recreation 10, no. 1 (June 1, 2004): 31–36. http://dx.doi.org/10.24112/ajper.101293.

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LANGUAGE NOTE | Document text in Chinese; abstract also in English.From the viewpoint of marketing, schools open sports facilities to the public is the same as the service industry. It is a significant index and challenge in successful management if the service quality satisfies customers. In this articles, base on a standardized service quality performance matrix which proposed by Hung et al., the satisfaction index(Ix) and expectation index (Iy) were used to build a service quality performance matrix with 16 quality zone. The managers can use service quality performance matrix to improve service quality. The satisfaction index and expectation index of the service items must be located in the service quality performance matrix Bij. Thus, the managers can measure the quality performance value r and draw up a tactic to improve service quality.以行銷觀點而言，校園運動設施開放使用，就如同服務業，其服務品質能否達到顧客的滿意，為評估營運成功與否的重要指標與挑戰。本文根據Hung等人所提之標準化的服務品質績效矩陣的概念，定義本文滿意度指標(Ix)及重視度指標(Iy)，建構一個16區塊的服務品質績效矩陣。管理者只需依服務要項的滿意度指標及重視度指標所在服務品質績效矩陣位置Bij，即可評量出各服務項的品質績效值r，並擬定出服務品質的改善的順序與策略。
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Whitin, David J. "Problem Solving in Action: The Bulletin-Board Dilemma." Arithmetic Teacher 35, no. 3 (November 1987): 48–50. http://dx.doi.org/10.5951/at.35.3.0048.

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Our school needed some bulletin boards hung in the front hallway. The custodian and I asked some sixthgrade students if they wanted to help us. A group of six offered their assistance. As they began to take measurements of the designated areas, they had many questions for the custodian and me. “How wide do you want these bulletin boards?” asked one.
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Shino, Yoshinobu. "Hung Yao-Hsün and the Kyoto School: Philosophical Exchange in the Japanese Colonial Period." Journal of Japanese Philosophy 7, no. 1 (2021): 39–57. http://dx.doi.org/10.1353/jjp.2021.0001.

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Dwiyanti, Kadek Erlita, I. Putu Yogi Pratama, and Ni Putu Ines Marylena Candra Manik. "Online Learning Readiness of Junior High School Students in Denpasar." IJEE (Indonesian Journal of English Education) 7, no. 2 (December 30, 2020): 172–88. http://dx.doi.org/10.15408/ijee.v7i2.17773.

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ABSTRACTThe Covid-19 pandemic has caused learning to be carried out online. Not all students, however, are ready for online learning. This study aims to examine the level of readiness of eighth-grade students at a junior high school through an explanatory sequential mixed method design consisting of quantitative and qualitative phases. Student readiness for online learning in this study was reviewed from five dimensions: self-directed learning, motivation for learning, computer/internet self-efficacy, learner control, and online communication self-efficacy. The Online Learning Readiness Scale (OLRS) survey proposed by Hung (2010) with a five-point-Likert scale was used to collect quantitative data. The data were analyzed quantitatively, and the level of readiness was measured utilizing the e-learning readiness assessment model suggested by Aydin and Tasci (2005). Follow-up interviews were then held to support the quantitative data. The results showed that the majority of students entered the level of "ready but needs a few improvements". However, there was one item in the dimension of self-directed learning that was included in the level of "not ready needs some work". The implication of this study is the need to encourage students to actively communicate in online learning, especially for shy students.ABSTRAKPandemi Covid-19 menyebabkan pembelajaran dilakukan secara online. Namun, tidak semua siswa siap dengan pembelajaran online. Penelitian ini bertujuan untuk menguji tingkat kesiapan siswa kelas VIII sebuah sekolah menengah pertama melalui penelitian explanatory sequential mixed method yang terdiri dari tahap kuantitatif dan kualitatif. Kesiapan siswa untuk pembelajaran online ditinjau dari lima dimensi: pembelajaran mandiri, motivasi belajar, efikasi diri komputer / internet, kontrol peserta didik, dan efikasi diri komunikasi online. Survei Online Learning Readiness Scale (OLRS) yang digagas oleh Hung (2010) dilengkapi dengan skala Likert lima poin digunakan untuk mengumpulkan data kuantitatif. Data kemudian dianalisis dengan menggunakan analisis deskriptif kuantitatif dan tingkatannya diukur dengan model penilaian kesiapan E-learning yang dikemukakan oleh Aydin dan Tasci (2005). Wawancara kemudian dilakukan untuk mengumpulkan data guna mendukung data kuantitatif. Hasil penelitian menunjukkan bahwa secara keseluruhan siswa memasuki level “siap, tetapi perlu sedikit perbaikan”. Namun, ada satu item dalam dimensi pembelajaran mandiri yang termasuk dalam tingkat "belum siap, perlu peningkatan". Implikasi dari penelitian ini adalah perlunya mendorong siswa untuk aktif berkomunikasi dalam pembelajaran online, khususnya bagi siswa yang pemalu.
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Moss, Leah. "The Recognition of Prior Learning in Quebec: Current practices." Articles 46, no. 3 (May 16, 2012): 395–406. http://dx.doi.org/10.7202/1009173ar.

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The curse of being the “new, new” thing was initially hung around the neck of the current incarnation of Quebec’s ‘recognition of prior learning’ program. However, this has changed as the program has evolved into a working service for Quebec residents. This article will examine the current public offering of the recognition of prior learning program in Quebec school boards and colleges, and will briefly discuss the historical context of the program in the province of Quebec.
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Repnik, Robert, and Milan Ambrožič. "Practical School Experiments with the Centre of Mass of Bodies." Center for Educational Policy Studies Journal 8, no. 1 (March 26, 2018): 97. http://dx.doi.org/10.26529/cepsj.311.

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The concept of the centre of mass of a rigid body as a virtual point where the weight force acts is not easy to understand without a number of supporting school experiments. In school practice, however, experiments onthis topic are often limited to a few of the simplest cases in which a simple flat body, such as a triangle or rectangle, is hung in two or mostly three directions to show where the corresponding plumb lines intersect. Typically, simple wooden bodies are used, on which the plumb lines are already drawn through the centre of mass. However, such experiments can be boring for students and are probably insufficient to illuminate all aspects of the topic. Furthermore, if the experiments are only demonstrated by the teacher rather than being performed in groups, the opportunity to train students’ skills and develop nature-science competences is missed. We therefore prepared and performed a series of group experiments in logical sequence for students of the 8th and 9th grades of primary school, so that their full active participation was invoked. The experience with such an experiment setup with very simple equipment, together with the open discussion of results, increased pupil motivation for physics and perhaps also improved understanding of some physics problems regarding the centre of mass, even for younger students.
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Dissertations / Theses on the topic "Hunʾgu school"

1

Palmer, Farah Rangikoepa, and n/a. "Maori girls, power, physical education, sport, and play : "being hungus, hori, and hoha"." University of Otago. School of Physical Education, 2000. http://adt.otago.ac.nz./public/adt-NZDU20070518.115626.

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This research investigated how meanings associated with race, gender, and class relations in New Zealand mainstream schools are produced, reproduced, and challenged within the arenas of school sport, physical education, and physical activity. The study focused specifically on Maori girls� and young Maori women�s experiences in these arenas in order to determine how race, gender, and class identities interact, and also provided Maori girls and young women with an opportunity to be heard in research. The effects of historical and contemporary discourses, polices, and practices in New Zealand sport and school were reviewed. Theoretical perspectives and methodologies such as critical theory, kaupapa Maori research, feminism, postmodernism, and cultural studies informed the research. Qualitative methods of study such as critical ethnography, document analysis, participant observation, semi-structured interviews, and self-reflective diaries were used in order to observe, investigate, and empower the Maori girls and women, teachers, and the school involved. By utilising social reproduction concepts such as hegemony (Gramsci), discourse (Foucault), and cultural capital (Bourdieu), initiatives in schools that related to Maori girls and young women were investigated at three different levels; the fantasy discourse level, the implementation level, and the reality discourse level. The many identities and ideologies of those involved in the transformation from fantasy to reality had an effect on what was ultimately produced, reproduced, and challenged. These were also implicit and explicit ideologies operating in school sport, physical education, and physical activity arenas that worked to reproduce gendered dualisms, racial stereotypes, and class differentiation. By focusing on power relations at the structural and personal level, instances where Maori girls and young women practised �power over� others, or the �power to act� were discussed. Maori concepts such as whakaiti, whakamaa, whakahiihii, tautoko, aawhina, and manaaki, as well as more colloquial terms such as being hungus, hori, and hoha highlighted the attitudes, values, beliefs and behaviours of participants involved in the study and were used to inform the different levels of analysis. Difficulties in closing the gap between what was hoped for and what actually happened were discussed, and political and practical implications were suggested.
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呂倩影. "透過 紅樓夢 啟發澳門初中學生的多元智能." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2179111.

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Hung, Chih-Lun. "Parental involvement in their children's education in Taiwan / Chih-Lun Hung." 2003. http://hdl.handle.net/2440/22022.

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"December, 2003"
Includes bibliographical references (leaves 211-223)
vii, 270 leaves : ill. ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Thesis (Ph.D.)--University of Adelaide, Graduate School of Education, 2004
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Liu, Hsing-Chun, and 劉倖君. "An Action Research of Environmental Education Incorporate into Elementary School Life Curriculum with Community Resources ：“An Exemplar of Fon Hung Elementary School, Nantou Country ”." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/10969098387535002828.

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JIANG, YU-YING, and 江玉盈. "A Study of Fulfilling Confucious Education Thought in Modern Society- In case of Hung Ming High School in Nantou County." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/ke4se3.

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碩士
嘉南藥理大學
儒學研究所
104
Establishing students’ correct moral thought and cultivating a beneficent social atmosphere are emphasized on contemporary education. Therefore, Hung Ming high school values character education and takes Confucius philosophy - "Let the will be set on the path of duty, let every attainment in what is good be firmly grasped, let perfect virtue be accorded with, and let relaxation and enjoyment be found in the polite arts." as school motto and designs relevant curriculums to fulfill Confucius Education ideas and holistic education. In this study, the researcher investigate Hung Ming high school’ running principles with Confucius’ educational thoughts such as “individual tailored teaching without rank and race”, “principle of being teacher and friends ” and “learning principle of what Confucius teaches their students ”by historical literature. Second, based on the basis of qualitative research, through the method of question interviewing, file sorting analysis and field research, the researcher states Hung Ming high school implements the Confucius thought in contemporary education with Confucius learning philosophy –being virtuous, believing karma being responsible and to benefit others. Based on taking Confucius thought as the core in Hung Ming high school, there are three conclusions in this practical study. First, Hung Ming high school implements the holistic education of Confucius education philosophy as school founding principle. Second, Hung Ming high school cultivates students with rites and music education of Confucius. Third, Hung Ming high school embodies the spirit of Confucianism, altruism and moral character of serving others.
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Chie, Chen Ying, and 陳英傑. "A Study of Case of Hung Chung-Chiu associated with examination willingness at military colleges-An Example of Senior High School Students in Changhua County." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/ace2rv.

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碩士
環球科技大學
公共事務管理研究所
103
This study is to explore the impact on Case of Hung Chung-Chiu associated with examination willingness at military colleges-An Example of Senior High School Students in Changhua County. This research mainly aims at the Senior High School Students in Changhua County is an object, by the questionnaire survey way. The analysis methodologies included descriptive statistics, reliability and validity analyses, independent-samples t test, paired-samples t test, one-way ANOVA and Scheffé post hoc tests. According to the real diagnosis result proposed that the conclusion and the concrete suggestion, provide reference for policy decisions as the Recruitment Center of National Armed Forces. The findings are discovered as follows: (1) Reduced willingness to senior high school students to apply national Army in Case of Hung Chung- Chiu； (2) Parents' education level will affect the willingness of senior high school students to apply military colleges； (3) School district will affect the willingness of senior high school students to apply military colleges.
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HUANG, HSIANG-LIAN, and 黃湘蓮. "Discussion on the Environmental Culture of the Changzhi Lily Tribe Park and the Wutai Yuanxiang Tribes and the Observation Activities of the Students in the School--Taking the National Plant "Hung Hom" as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/t6c95x.

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碩士
國立屏東大學
科普傳播學系數理教育碩士班
106
This study intends to explore the daily practice and cultural implications of ethnic plants to the Rukai people in Wutai Township in traditional life and modern life. 　　There are two phases to this study. The first phase is an in-depth interview with the Rukai people of Wutai Township, who were forced to migrate to the current residence of the Changzhi Lily Tribe Park after “Typhoon Morakot Disaster). Through in depth interviews and red quinoa samplings, this study aimed to gain insights on how Rukai people change the way they use this traditional crop and what kind of impacts it has on them. What tradition has been lost along with these changes. 　　The second phase uses action oriented research method. A series of red quinoa theme curriculum is designed for Changzhi Lily Tribe Park after class program so that the children can better understand the how different environment can influence the growth and culture of the red quinoa. The final group discussion allows the students to draw concrete conclusions and, further inspire students' interest in the ethnic plant culture. This helps children understand the importance of red quinoa to the Rukai community and how they can make best use of the limited land and resource they have. There are many factors influencing the achievements of aboriginal mathematics learning, Among them, culture and life experience are two very important factors. In order to carry out the inquiry teaching method for aboriginal children, it is essential to find teaching material from within the culture and life experience students are familiar with. Then, combine them with school science curriculum concept. Only then, can scientific literacy be enhanced through existing the knowledge and experience of students. 　　Designing for native students a nature life science technology curriculum and study menu of science teaching can effectively reflect the learning outcomes of the children. How to make the difficult nature life science and technology easier so that children can find more interest in learning about nature life science and technology courses? It is through relating the nature life science and technology with the environment. This is helpful for children's learning. I hope that the development of aboriginal science textbooks can help native/aboriginal children be more familiar to their environment and to have a different outlooks.
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Books on the topic "Hunʾgu school"

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Chosŏn chʻogi kwanhakpʻa ŭi yuhak sasang. Sŏul: Hanʾgilsa, 1996.

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Yüan Hung-tao and the Kung-an school. Cambridge: Cambridge University Press, 2006.

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Yüan Hung-tao and the Kung-an school. Cambridge [Cambridgeshire]: Cambridge University Press, 1988.

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Kim, Hong-gyong. Choson chogi kwanhakpa ui yuhak sasang (Sin Hanguk sasangsa). Hangilsa, 1996.

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Bhikshu, Cheng Chien. Sun-Face Buddha: The Teachings of Ma-Tsu and the Hung-Chou School of Ch'an. Jain Publishing Company, 2001.

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Sun-face buddha: The teachings of Ma-tsu and the Hung-chou school of chʼan. Berkeley, Calif: Asian Humanities Press, 1992.

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Chou, Chih-P'ing. Yüan Hung-tao and the Kung-an School (Cambridge Studies in Chinese History, Literature and Institutions). Cambridge University Press, 2006.

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Chou, Chih-P'ing. Yüan Hung-tao and the Kung-an School (Cambridge Studies in Chinese History, Literature and Institutions). Cambridge University Press, 1988.

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Book chapters on the topic "Hunʾgu school"

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"The poetry of Yüan Hung-tao." In Yüan Hung-tao and the Kung-an School, 70–90. Cambridge University Press, 1988. http://dx.doi.org/10.1017/cbo9780511570575.004.

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"The prose of Yüan Hung-tao." In Yüan Hung-tao and the Kung-an School, 91–112. Cambridge University Press, 1988. http://dx.doi.org/10.1017/cbo9780511570575.005.

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"Epilogue: the legacy of the Kung-an school." In Yüan Hung-tao and the Kung-an School, 113–22. Cambridge University Press, 1988. http://dx.doi.org/10.1017/cbo9780511570575.006.

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"Preface." In Yüan Hung-tao and the Kung-an School, ix—x. Cambridge University Press, 1988. http://dx.doi.org/10.1017/cbo9780511570575.001.

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"The literary scene before the rise of the Kung-an school." In Yüan Hung-tao and the Kung-an School, 1–26. Cambridge University Press, 1988. http://dx.doi.org/10.1017/cbo9780511570575.002.

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"The literary theories of the three Yüan brothers." In Yüan Hung-tao and the Kung-an School, 27–69. Cambridge University Press, 1988. http://dx.doi.org/10.1017/cbo9780511570575.003.

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"Notes." In Yüan Hung-tao and the Kung-an School, 123–45. Cambridge University Press, 1988. http://dx.doi.org/10.1017/cbo9780511570575.007.

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"The modern study of the three Yüan brothers and their Kung-an school: an introduction and select bibliography." In Yüan Hung-tao and the Kung-an School, 146–63. Cambridge University Press, 1988. http://dx.doi.org/10.1017/cbo9780511570575.008.

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Bonner, Thomas Neville. "Toward a University Standard of Medical Education, 1890-1920." In Becoming a Physician. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195062984.003.0015.

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In the waning years of the nineteenth century, despite (or perhaps because of) the inroads of laboratory science, uncertainty still hung heavy over the future shape of the medical curriculum. Although currents of change now flowed freely through the medical schools and conditions of study were shifting in every country, agreement was far from universal on such primary questions as the place of science and the laboratory in medical study, how clinical medicine should best be taught, the best way to prepare for medical study, the order of studies, minimal requirements for practice, and the importance of postgraduate study. “Perturbations and violent readjustments,” an American professor told his audience in 1897, marked the life of every medical school in this “remarkable epoch in the history of medicine.” Similar to the era of change a century before, students were again confronted with bewildering choices. Old questions long thought settled rose in new form. Did the practical study of medicine belong in a university at all? Was bedside instruction still needed by every student in training, or was the superbly conducted clinical demonstration not as good or even better? Should students perform experiments themselves in laboratories so as to understand the real meaning of science and its promise for medicine, or was it a waste of valuable time for the vast majority? And what about the university—now the home of advanced science, original research work, and the scientific laboratory—was it to be the only site to learn the medicine of the future? What about the still numerous hospital and independent schools, the mainstay of teaching in Anglo- America in 1890—did they still have a place in the teaching of medicine? Amidst the often clamorous debates on these and other questions, the teaching enterprise was still shaped by strong national cultural differences. In the final years of the century, the Western world was experiencing a new sense of national identity and pride that ran through developments in science and medicine as well as politics. The strident nationalism and industrial-scientific strength of a united Germany, evident to physicians studying there, thoroughly frightened many in the rest of Europe.
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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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Journal articles
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