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Journal articles on the topic 'Mount Holyoke College'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Conforti, Joseph. "Mary Lyon, the Founding of Mount Holyoke College, and the Cultural Revival of Jonathan Edwards." Religion and American Culture: A Journal of Interpretation 3, no. 1 (1993): 69–89. http://dx.doi.org/10.1525/rac.1993.3.1.03a00040.

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Recent studies of the Second Great Awakening have stressed the strong appeal of evangelical religion to female worshippers. The revival has been portrayed as a “women's awakening” that nurtured “bonds of womanhood,” promoted female benevolence, and shaped antebellum canons of domesticity. Mary Lyon (1797-1849) and the founding of Mount Holyoke Seminary, which opened in 1837, have not gone unnoticed by historians of a women's awakening. In a follow-up essay to her important study of Catherine Beecher, for example, Kathryn Kish Sklar established the educational significance of Mount Holyoke and

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2

Prime, Kevin L., and Kenneth L. Williamson. "The Art of Teaching Chemistry: Mount Holyoke College." Journal of Chemical Education 71, no. 11 (1994): 927. http://dx.doi.org/10.1021/ed071p927.3.

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3

KELLY, ÁINE. "“A Radiant and Productive Atmosphere”: Encounters of Wallace Stevens and Stanley Cavell." Journal of American Studies 46, no. 3 (2012): 681–94. http://dx.doi.org/10.1017/s002187581100137x.

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Writing on such diverse works as Shakespeare'sKing Lear, Wallace Stevens's “Sunday Morning” and Vincente Minnelli'sThe Bandwagon, Stanley Cavell is a philosopher consistently moved to philosophize in the realm of the aesthetic. Cavell invokes Stevens, particularly, at moments of hisoeuvreboth casual and constructive. In a commemorative address of the “Pontigny-en-Amérique” encounters at Mount Holyoke College in 2006, Cavell takes Stevens as his direct subject. During the original Pontigny colloquia, held during the wartime summers of 1942–44, some of the leading European figures in the arts an

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4

Sutton, C. Sean, Douglas A. MacIntire, Susan J. Egan, and Anne Caraley. "Undergraduate cosmic ray muon decay experiments with computer interfacing." Computers in Physics 1, no. 1 (1987): 76–79. http://dx.doi.org/10.1063/1.4903438.

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The physics departments of a consortium of higher education in Western Massachusetts, the Five Colleges Incorporated, are developing an advanced undergraduate laboratory course. The participating institutions are Amherst College, Mount Holyoke College, Smith College, and the University of Massachusetts. The course is designed to expose students to a variety of state-of-the-art equipment that would normally exceed reasonable financial commitments and faculty expertise of a single institution. The course is divided into experimental modules, one of which is the cosmic ray muon decay module devel

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5

Coiley, Gwendolyn. "A Reflection on Service Learning, Public Leadership, and Social Change." Undergraduate Journal of Service Learning & Community-Based Research 2 (November 22, 2013): 1–4. http://dx.doi.org/10.56421/ujslcbr.v2i0.123.

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During my four years at Mount Holyoke College, the Community-Based Learning Program (CBL) has given me the unique opportunity to connect with different communities in the area around my college campus known as the Pioneer Valley. These experiences have had a profound impact on the way that I see myself in the world, my academic and personal interests, and my goals for the future. Doing meaningful work in the community and reflecting on what it means to provide service has made me much more aware, critical, and interested in the social challenges our society faces today. My desire to make a pos

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6

Mastrangelo, Lisa S. "Learning from the past: Rhetoric, composition, and debate at Mount Holyoke College." Rhetoric Review 18, no. 1 (1999): 46–64. http://dx.doi.org/10.1080/07350199909359255.

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7

Salop, Steven C., and Lawrence J. White. "Policy Watch: Antitrust Goes to College." Journal of Economic Perspectives 5, no. 3 (1991): 193–202. http://dx.doi.org/10.1257/jep.5.3.193.

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It may have come as a shock to many economists, especially those in academia, to learn that the Antitrust Division of the U.S. Department of Justice (DOJ) has been investigating alleged price fixing and information exchange of financial aid among 23 prestigious east coast colleges and universities. These schools include the “Ivy overlap group”—MIT, Brown, Columbia, Cornell, Dartmouth, Harvard, University of Pennsylvania, Princeton, and Yale—and the “Pentagonal/Sisters group”—Amherst, Barnard, Bowdoin, Bryn Mawr, Colby, Mount Holyoke, Middlebury, Smith, Trinity, Tufts, Vassar, Wesleyan, and Wil

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8

Mugleston, William. "Faragher, Buhler, Czitrom, & Armitage, Out Of Many - A History Of The American People." Teaching History: A Journal of Methods 19, no. 2 (1994): 93–94. http://dx.doi.org/10.33043/th.19.2.93-94.

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The world of textbook publishing well illustrates the old adage that each generation writes its own history and brings its own perspectives. One of the newest entries, Out of Many, is by four younger scholars: Faragher, of Yale University; Buhle, of Brown University; Czitrom, of Mount Holyoke College; and Armitage, of Washington State University. The book's premise is that out of an incredible mosaic of diverse "communities" a nation has emerged, linked together by modern communication. The narrative tries to strike a balance between the familiar national story and the experiences of ethnic an

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9

Morgan, Lynn Marie. "The Rise and Demise of a Collection of Human Fetuses at Mount Holyoke College." Perspectives in Biology and Medicine 49, no. 3 (2006): 435–51. http://dx.doi.org/10.1353/pbm.2006.0043.

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10

Rury, John L., John Mack Faragher, and Florence Howe. "Women and Higher Education in American History: Essays from the Mount Holyoke College Sesquicentennial Symposia." History of Education Quarterly 29, no. 2 (1989): 347. http://dx.doi.org/10.2307/368335.

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11

Shmurak, Carole B., and Bonnie S. Handler. ""Castle of Science": Mount Holyoke College and the Preparation of Women in Chemistry, 1837-1941." History of Education Quarterly 32, no. 3 (1992): 315. http://dx.doi.org/10.2307/368548.

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12

Schwager, Sally, John Mack Faragher, and Florence Howe. "Women and Higher Education in American History: Essays from the Mount Holyoke College Sesquicentennial Symposia." Journal of American History 76, no. 4 (1990): 1280. http://dx.doi.org/10.2307/2936653.

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13

Walker, D. H. "Artists, Intellectuals and World War II: The Pontigny Encounters at Mount Holyoke College, 1942-1944." French Studies 62, no. 3 (2008): 359–60. http://dx.doi.org/10.1093/fs/knn046.

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14

Conforti, Joseph. "Mary Lyon, the Founding of Mount Holyoke College, and the Cultural Revival of Jonathan Edwards." Religion and American Culture: A Journal of Interpretation 3, no. 1 (1993): 69–89. http://dx.doi.org/10.2307/1123959.

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15

Campbell, James. "George Herbert Mead: Philosophy and the Pragmatic Self." Royal Institute of Philosophy Supplement 19 (March 1985): 91–114. http://dx.doi.org/10.1017/s1358246100004549.

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George Herbert Mead was born at the height of America's bloody Civil War in 1863, the year of Lincoln's Emancipation Proclamation and the Gettysburg Address. He was born in New England, in the small town of South Hadley, Massachusetts; but when he was seven years old his family moved to Oberlin, Ohio, so that his father, Hiram Mead, a Protestant minister, could assume a chair in homiletics at the Oberlin Theological Seminary. After his father's death in 1881, Mead's mother, Elizabeth Storrs Billings Mead, briefly taught at Oberlin College. (She later served as the president of Mount Holyoke Co

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16

Campbell, James. "George Herbert Mead: Philosophy and the Pragmatic Self." Royal Institute of Philosophy Supplement 19 (March 1985): 91–114. http://dx.doi.org/10.1017/s0957042x00004545.

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George Herbert Mead was born at the height of America's bloody Civil War in 1863, the year of Lincoln's Emancipation Proclamation and the Gettysburg Address. He was born in New England, in the small town of South Hadley, Massachusetts; but when he was seven years old his family moved to Oberlin, Ohio, so that his father, Hiram Mead, a Protestant minister, could assume a chair in homiletics at the Oberlin Theological Seminary. After his father's death in 1881, Mead's mother, Elizabeth Storrs Billings Mead, briefly taught at Oberlin College. (She later served as the president of Mount Holyoke Co

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17

Bertin, Francisca. "Una revisión de Evolution of Learning and Memory Mechanisms (1a Ed)." Revista de Psicología 31, no. 1 (2022): 135–38. http://dx.doi.org/10.5354/0719-0581.2022.67863.

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Editores: Mark A. Krause, Karen L. Hollis, & Mauricio R. Papini Editorial: Cambridge University Press Lugar de edición: Cambridge, Reino Unido Año: 2022 Online ISBN: 9781108768450 https://doi.org/10.1017/9781108768450 Datos de los editores: Dr. Mark A. Krause es profesor de Psicología en Southern Oregon University. Él ha estudiado diversos procesos psicológicos del aprendizaje en múltiples animales, incluyendo aves, chimpancés y serpientes. Trabajó como editor asociado en Journal of Animal Behavior and Cognition. Dra. Karen. L. Hollis es profesora emérit

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18

MCFEE, GRAHAM. "WARTENBERG, THOMAS E. Mel Bochner: Illustrating Philosophy. South Hadley, MA: Mount Holyoke College Art Museum, 2015, 48 pp., 30 color illus., $19.95 cloth." Journal of Aesthetics and Art Criticism 75, no. 1 (2017): 94–96. http://dx.doi.org/10.1111/jaac.12328.

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19

Moghul, Umar F. "Body of Text." American Journal of Islam and Society 20, no. 2 (2003): 121–23. http://dx.doi.org/10.35632/ajis.v20i2.1862.

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This book is perhaps the first study in English devoted to the development and rationale of ritual purity laws. The author, Marion Holmes Katz, a professor at Mount Holyoke College, chooses not to write from the traditional Muslim or Islamic jurisprudential perspectives. Though this does not invalidate an argument per se, it certainly renders her premises troublesome from a traditional Islamic legal perspective. Katz's attempt to formulate an alternative interpretive methodology, however, fails due to internal inconsistencies in her argument as well as the prevalence of poor and often specula

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20

Campbell, JoAnn. "A Real Vexation: Student Writing in Mount Holyoke’s Culture of Service, 1837-1865." College English 59, no. 7 (1997): 767–88. http://dx.doi.org/10.58680/ce19973652.

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Examines hundreds of compositions from 19th-century students at Mount Holyoke and other institutions. Finds that the first generation of women to attend United States colleges negotiated competing demands of service (to family and community) and of individual intellectual performance. Contrasts women’s compositions to men’s. Illustrates effects of gender on service, both as a concept and as an activity.

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21

Olsen, Deborah M. "Remaking the Image: Promotional Literature of Mount Holyoke, Smith, and Wellesley Colleges in the Mid-to-Late 1940s." History of Education Quarterly 40, no. 4 (2000): 418. http://dx.doi.org/10.2307/369724.

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22

Johnston, Mark. "The Medieval Lyric: A Project Supported by the National Endowment for the Humanities and Mount Holyoke College, and; Anthology I: Monastic Song, Troubadour Song, German Song, Trouvère Song, and; Anthology II: Guillaume de Machaut, "Remede de Fortune", and; Commentary Volume, and; Anthology III: Medieval English Lyric (review)." La corónica: A Journal of Medieval Hispanic Languages, Literatures, and Cultures 31, no. 1 (2002): 129–36. http://dx.doi.org/10.1353/cor.2002.0030.

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23

"Book Reviews." Journal of Economic Literature 59, no. 2 (2021): 663–65. http://dx.doi.org/10.1257/jel.59.2.651.r6.

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Eva Paus of Department of Economics, Mount Holyoke College reviews “Trapped in the Middle? Developmental Challenges for Middle-Income Countries” by José Antonio Alonso and José Antonio Ocampo. The Econlit abstract of this book begins: “Fifteen papers investigate the existence of middle-income traps in middle-income countries (MICs), analyzing how these pitfalls manifest, their causes, and the economic policy measures required to escape from them.”

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24

Frau, Ombretta. "Italo Calvino’s Lecture at Mount Holyoke College: Description and the Future of Literature." California Italian Studies 12, no. 1 (2023). http://dx.doi.org/10.5070/c312158877.

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25

"Introduction to the Study of Time. Graduate course taught during the academic years of 1967/68 and 1968/69 at M.I.T., Mount Holyoke College, University of Maryland and Fordham University." KronoScope 8, no. 1 (2008): 55–64. http://dx.doi.org/10.1163/156852408x323238.

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26

Whalen, Brian. "Introduction." Frontiers: The Interdisciplinary Journal of Study Abroad 17, no. 1 (2008). http://dx.doi.org/10.36366/frontiers.v17i1.240.

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This volume of Frontiers contains articles covering a broad range of study abroad topics that I hope readers will find both stimulating and useful. Taken as a whole, this volume provides information and tools that can be used to improve and enhance study abroad programs.  Rexeisen, Anderson, Lawton, and Hubbard utilized the Intercultural Development Inventory (IDI) to assess the impact of a semester study abroad program on the development of cross-cultural sensitivity. Their article, “Study Abroad and Intercultural Development: A Longitudinal Study,” provides evidence that a student’s in

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27

Leurs, Koen, and Sandra Ponzanesi. "Mediated Crossroads: Youthful Digital Diasporas." M/C Journal 14, no. 2 (2010). http://dx.doi.org/10.5204/mcj.324.

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What strikes me about the habits of the people who spend so much time on the Net—well, it’s so new that we don't know what will come next—is in fact precisely how niche in character it is. You ask people what nets they are on, and they’re all so specialised! The Argentines on the Argentine Net and so forth. And it’s particularly the Argentines who are not in Argentina. (Anderson, in Gower, par. 5) The preceding quotation, taken from his 1996 interview with Eric Gower, sees Benedict Anderson reflecting on the formation of imagined, transnational communities on the Internet. Anderson is, of cour

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