Relevant bibliographies by topics / Princeton University. Class of 1838

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Academic literature on the topic 'Princeton University. Class of 1838'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Princeton University. Class of 1838"

1

Orr, Mary. "Reviews : Other Women: the Writing of Class, Race, & Gender, 1832-1898. By Anita Levy. Princeton: Princeton University Press, 1991. Pp. ix + 174. $9.95." Journal of European Studies 21, no. 4 (December 1991): 317–18. http://dx.doi.org/10.1177/004724419102100410.

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Schwartz, R. "Armies of the Poor. Determinants of Working-Class Participation in the Parisian Insurrection of June 1848. By Mark Traugott (Princeton: Princeton University Press, 1985. xix + 293 pp.)." Journal of Social History 21, no. 1 (September 1, 1987): 160–63. http://dx.doi.org/10.1353/jsh/21.1.160.

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Piette, Christine. "Aminzade, Ronald. Ballots and Barricades: Class Formation and Republican Politics in France 1830–1871. Princeton: Princeton University Press, 1993. Pp xiv, 321. Illustrations, bibliography, index. $49.50 (cloth) $18.95 (paper)." Urban History Review 23, no. 1 (1994): 69. http://dx.doi.org/10.7202/1016709ar.

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KITLV, Redactie. "Book Reviews." New West Indian Guide / Nieuwe West-Indische Gids 59, no. 3-4 (January 1, 1985): 225–78. http://dx.doi.org/10.1163/13822373-90002074.

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-John F. Szwed, Richard Price, First-Time: the historical vision of an Afro-American people. Baltimore and London: The Johns Hopkins University Press, Johns Hopkins Studies in Atlantic History and Culture, 1983, 191 pp.-Thomas J. Spinner Jr., Reynold Burrowes, The Wild Coast: an account of politics in Guyana. Cambridge MA: Schenkman Publishing Company, 1984. xx + 348 pp.-Gad Heuman, Edward L. Cox, Free Coloreds in the slave societies of St. Kitts and Grenada, 1763-1833. Knoxville: University of Tennessee Press, 1984. xiii + 197 pp.-H. Michael Erisman, Anthony Payne, The international crisis in the Caribbean. Baltimore: The Johns Hopkins University Press, 1984. 177 p.-Lester D. Langley, Richard Newfarmer, From gunboats to diplomacy: new U.S. policies for Latin America. Baltimore and London: The Johns Hopkins University Press, 1984. xxii + 254 pp.-Trevor W. Purcell, Diane J. Austin, Urban life in Kingston, Jamaica: the culture and class ideology of two neighbourhoods. New York: Gordon and Breach Science Publishers, Caribbean Studies Vol. 3, 1984. XXV + 282 PP.-Robert A. Myers, Richard B. Sheridan, Doctors and slaves: a medical and demographic history of slavery in the British West Indies, 1680-1834. Cambridge, Cambridge University Press, 1985. xxii + 420 pp.-Michéle Baj Strobel, Christiane Bougerol, La médecine populaire á la Guadeloupe. Paris: Editions Karthala, 1983. 175 pp.-R. Parry Scott, Annette D. Ramirez de Arellano ,Colonialism, Catholicism, and contraception: a history of birth control in Puerto Rico. Chapel Hill, NC: University of North Carolina Press, 1983. xii + 219 pp., Conrad Seipp (eds)-Gervasio Luis García, Francis A. Scarano, Sugar and slavery in Puerto Rico: the plantation economy of Ponce, 1800-1850. Madison WI and London: The University of Wisconsin Press, 1984. xxv + 242 pp.-Fernando Picó, Edgardo Diaz Hernandez, Castãner: una hacienda cafetalera en Puerto Rico (1868-1930). Rio Piedras, Puerto Rico: Editorial Edil, 1983. 139 pp.-John V. Lombardi, Laird W. Bergad, Coffee and the growth of agrarian capitalism in nineteenth-century Puerto Rico. Princeton NJ: Princeton University Press, 1983. xxvii + 242 pp.-Robert A. Myers, Anthony Layng, The Carib Reserve: identity and security in the West Indies. Washington, D.C.: University Press of America, 1983. xxii + 177 pp.-Lise Winer, Raymond Quevedo, Atilla's Kaiso: a short history of Trinidad calypso. St. Augustine, Trinidad: Department of Extra-Mural Studies, University of the West Indies, 1983. ix + 205 pp.-Luiz R.B. Mott, B.R. Burg, Sodomy and the pirate tradition: English sea rovers in the seventeenth-century Caribbean. New York: New York University Press, 1983, xxiii + 215 pp.-Humphrey E. Lamur, Willem Koot ,De Antillianen. Muiderberg, The Netherlands: Dick Coutihno, Migranten in de Nederlandse Samenleving nr. 1, 1984. 175 pp., Anco Ringeling (eds)-Gary Brana-Shute, Paul van Gelder, Werken onder de boom: dynamiek en informale sektor: de situatie in Groot-Paramaribo, Suriname. Dordrecht, The Netherlands: Foris, 1985, xi + 313 pp.-George L. Huttar, Eddy Charry ,De Talen van Suriname: achtergronden en ontwikkelingen. With the assistance of Sita Kishna. Muiderberg, The Netherlands: Dick Coutinho, 1983. 225 pp., Geert Koefoed, Pieter Muysken (eds)-Peter Fodale, Nelly Prins-Winkel ,Papiamentu: problems and possibilities. (authors include also Luis H. Daal, Roger W. Andersen, Raúl Römer). Zutphen. The Netherlands: De Walburg Pers, 1983, 96 pp., M.C. Valeriano Salazar, Enrique Muller (eds)-Jeffrey Wiliams, Lawrence D. Carrington, Studies in Caribbean language. In collaboration with Dennis Craig & Ramon Todd Dandaré. St. Augustine, Trinidad: Society for Caribbean Linguistics, University of the West Indies, 1983. xi + 338 pp.
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5

Huard, Raymond. "Reviews : Ronald Aminzade, Ballots and Barricades. Class Formation and Republican Politics in France, 1830-1871, Princeton, NJ, Princeton University Press, ISBN 0-691-09479-9, 1993; 321 pp.; £42.50 hardback, £14.95 paperback." European History Quarterly 25, no. 2 (April 1995): 295–97. http://dx.doi.org/10.1177/026569149502500211.

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6

Jennings, Lawrence C. "Armies of the Poor: Determinants of Working-Class Participation in the Parisian Insurrection of June 1848, by Mark TraugottArmies of the Poor: Determinants of Working-Class Participation in the Parisian Insurrection of June 1848, by Mark Traugott. Princeton, Princeton University Press, 1985. xix, 293 pp. $14.95 U.S.(paper) $32.50 U.S.(hardcover)." Canadian Journal of History 22, no. 1 (April 1987): 126–27. http://dx.doi.org/10.3138/cjh.22.1.126.

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7

Levine, David. "Making The Family ModernPhilanthropy and Police: London Charity in the Eighteenth Century, by Donna Andrew. Princeton, New Jersey, Princeton University Press, 1989.Family, Class, and Ideology in Early Industrial France. Social Policy and the Working-Class Family 1825-1848, by Katherine A. Lynch. Madison, Wisconsin, University of Wisconsin Press, 1988.The Making of the English Middle Class: Business, Society and Family Life in London, 1660-1730, by Peter Earle. Berkeley, California, University of California Press, 1989. xiii, 446 pp. $35.00 U.S.Family and the Female Life Course: The Women of Verviers, Belgium, 1849-1880, by George Alter. Madison, Wisconsin, University of Wisconsin Press, 1988. $39.50 U.S.Industrialization, Family Life, and Class Relations: Saint Chamond, 1815-1914, by Elinor Accampo. Berkeley, California, University of California Press, 1989. xvii, 301 pp. $35.00 U.S.Worlds Within Worlds: Structures of Life in Sixteenth-Century London, by Steve Rappaport. New York, Cambridge University Press, 1989." Canadian Journal of History 25, no. 3 (December 1990): 387–97. http://dx.doi.org/10.3138/cjh.25.3.387.

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8

Riposa, Gerry. "Race and Class in Texas Politics. By Chandler Davidson. Princeton: Princeton University Press, 1990. 329p. $25.00." American Political Science Review 85, no. 3 (September 1991): 1019–20. http://dx.doi.org/10.2307/1963883.

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Walker, Michelle Boulous. "Nancy J. Hirschmann Gender, Class, and Freedom in Modern Political Theory. Princeton, Princeton University Press, 2008." Hypatia 25, no. 2 (2010): 472–76. http://dx.doi.org/10.1111/j.1527-2001.2009.01072a.x.

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Filippov, Vladimir Mikhailovich. "Book Review: Mittelman, J.H. (2018). Implausible Dream. The World-Class University and Repurposing Higher Education. Princeton: Princeton University Press, 262 p." Vestnik RUDN. International Relations 19, no. 1 (December 15, 2019): 165–67. http://dx.doi.org/10.22363/2313-0660-2019-19-1-165-167.

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Books on the topic "Princeton University. Class of 1838"

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Bender, Matt. Princeton University, Class of 1953: 50th reunion yearbook, 1953-2003. [New Jersey]: Princeton University, Class of 1953, 2003.

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2

1946, Princeton University Class of. The best old place of all: Princeton Class of 1946 fifty years later. [Princeton]: The Class, 1996.

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Ryan, Bernard. We are there: In the undergraduate days of the Princeton University Class of 1946 : a history. Princeton, N.J: The Class, 1995.

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1952, Princeton University Class of. Princeton University, the Class of 1952: The book of our history, 1952-2002. Hagerstown, MD: Reunion Press, 2002.

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5

Keeley, Robert V. Reminiscences of times past: The Princeton University of 1947-1951 as recalled by members of the class of 1951 for their 50th reunion. Hagerstown, Md: Reunion Press, 2000.

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Keeley, Robert V. A half-century later (1951-2001): A yearbook recounting the lives and times of Princeton University's Class of 1951 to celebrate their 50th reunion. [Princeton, N.J.]: Class of 1951, Princeton University, 2001.

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7

George, Newlin, and Princeton University. Class of 1952., eds. Fifty years at home and abroad: A book of special essays for our fiftieth reunion. [S.l.]: Princeton University Class of 1952, 2002.

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8

Library, Princeton University, ed. Princeton University Latin American pamphlet collection. Princeton, N.J: Princeton University Library, 1988.

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9

Library, Princeton University, and Scholarly Resources Inc, eds. Princeton University Library Latin American microfilm collection. Princeton, N.J: Princeton University Library, 2002.

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Library, Princeton University, ed. Princeton University Libraries Latin American microfilm collection. Princeton, NJ: Princeton University Libraries, 1994.

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Book chapters on the topic "Princeton University. Class of 1838"

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"In Class." In The Making of Princeton University, 178–237. Princeton University Press, 2021. http://dx.doi.org/10.2307/j.ctv1ddcz12.10.

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2

Chumley, Lily. "Self-Styling." In Creativity Class. Princeton University Press, 2016. http://dx.doi.org/10.23943/princeton/9780691164977.003.0005.

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This chapter examines the pedagogical forms through which students who matriculate to art academies after years of highly technical test prep are taught to practice creativity and “find themselves.” It offers an ethnography of the discussion-based, “critique”-style “creativity classes” (chuangzaoke) that are a central part of university-level art and design curriculum. Building on the linguistic anthropology of pedagogy, this chapter describes how art students are taught to “entextualize” a style by narrating a self, performatively anchoring an aesthetic that is always drawn from the work of others in a unique and highly personal subjectivity. The chapter reflects on the political implications of this subjectivity and its forms of practice.
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Frank, David John, and John W. Meyer. "The Worldwide Instantiation of the University." In The University and the Global Knowledge Society, 21–42. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691202051.003.0002.

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This chapter describes the multi-dimensional expansion of the university, focusing especially on its accumulating numbers and global diffusion. It stresses the transcendence and universalism of the university at the global level. It also analyzes how university expansion is expected to occur earlier and more fully in the global core than in the global periphery, in democracies than in dictatorships, in the natural sciences than in the social sciences or humanities, and in world-class research universities more than local teaching colleges. The chapter highlights the university as a global institution and the global knowledge society that arises upon it. It examines the spread of universities around the world and studies local instances of a general model that is a central point to sociological neo-institutional theory.
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4

Lowrie, Walter. "Groping His Way Back." In A Short Life of Kierkegaard. Princeton University Press, 2013. http://dx.doi.org/10.23943/princeton/9780691157771.003.0007.

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This chapter deals with the two-year period of Kierkegaard's grappling with his own despair, which lasted from May 1836 to 1838. Kierkegaard had held a desolate impression of these two years, in which he intimated that the “powerful religious impression of my childhood acquired a renewed power over [him]” after the death of his father, only now it was “softened by reflection.” Thus, in a sense these two years were a continuation of the events of the previous chapter, in which Kierkegaard was still on the “path to perdition.” This time, however, the chapter looks at how Kierkegaard spent these two years retracing it. This chapter also chronicles Kierkegaard's further engagements with philosophy during his time at the University.
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Scaff, Lawrence A. "The Land of Immigrants." In Max Weber in America. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691147796.003.0003.

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This chapter focuses on Max and Marianne Weber's arrival in New York on the evening of August 29, 1904. It first describes the Webers' New York itinerary, with a particular focus on their trip to the German immigrant community in North Tonawanda. It then considers Max Weber's thoughts on church and religious sects, status and class based on his observations in North Tonawanda, as well as education and the problems of the modern university. It also examines the Webers' views on the dual challenge of the “social question” and the “woman question,” posed often in stark ways by the conditions of immigrants and working-class families, and more specifically on the issues of settlements and urban space.
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Binder, Amy J., and Kate Wood. "Who Are Conservative Students?" In Becoming Right. Princeton University Press, 2013. http://dx.doi.org/10.23943/princeton/9780691145372.003.0002.

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This chapter asks who conservative students are by drawing on two sources. First are the surveys administered by the University of California at Los Angeles's Higher Education Research Institute to thousands of incoming college freshmen and graduating seniors during the 2000s. The second source is the data collected on different campuses, designed to shed light on the formative years of the students and alumni/ae in their families and their schools, their early experiences with conservatism, and how they acquired the politics bug. Using this information, the chapter examines the students' demographics, political identifications, precollege political styles, ideological orientations, religious affiliation, and social class background as well as their families' political backgrounds.
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Lee, Joanne, Wendy K. Tam Cho, and George Judge. "Generalizing Benfordʼs Law." In Benford's Law. Princeton University Press, 2015. http://dx.doi.org/10.23943/princeton/9780691147611.003.0017.

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This chapter examines and searches for evidence of fraud in two clinical data sets from a highly publicized case of scientific misconduct. In this case, data were falsified by Eric Poehlman, a faculty member at the University of Vermont, who pleaded guilty to fabricating more than a decade of data, some connected to federal grants from the National Institutes of Health. Poehlman had authored influential studies on many topics; including obesity, menopause, lipids, and aging. The chapter's classical Benford analysis along with a presentation of a more general class of Benford-like distributions highlights interesting insights into this and similar cases. In addition, this chapter demonstrates how information-theoretic methods and other data-adaptive methods are promising tools for generating benchmark distributions of first significant digits (FSDs) and examining data sets for departures from expectations.
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Paschel, Tianna S. "Unmaking Black Political Subjects." In Becoming Black Political Subjects. Princeton University Press, 2016. http://dx.doi.org/10.23943/princeton/9780691169385.003.0007.

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This chapter examines the extent to which Brazilian and Colombian states have implemented ethno-racial reforms and explores the ways in which these policies have changed these societies. It pays special attention to the political conditions that shape these states' decisions to make good on their promises or not. More specifically, it shows how implementation has depended heavily on the ways in which activists navigate their domestic political fields, including how they negotiate their newly gained access to the state. It is also profoundly shaped by the emergence of reactionary movements. Indeed, as the dominant classes became increasingly aware of what was at stake with these rights and policies—land, natural resources, seats in congress, and university slots that could maintain or secure one's place within the middle class—they sought to dismantle them, sometimes through violent means.
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Nahin, Paul J. "George Boole and Claude Shannon." In The Logician and the Engineer. Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691176000.003.0003.

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This chapter presents brief biographical sketches of George Boole and Claude Shannon. George was born in Lincoln, a town in the north of England, on November 2, 1815. His father John, while simple tradesman (a cobbler), taught George geometry and trigonometry, subjects John had found of great aid in his optical studies. Boole was essentially self-taught, with a formal education that stopped at what today would be a junior in high school. Eventually he became a master mathematician (who succeeded in merging algebra with logic), one held in the highest esteem by talented, highly educated men who had graduated from Cambridge and Oxford. Claude was born on April 30, 1916, in Petoskey, Michigan. He enrolled at the University of Michigan, from which he graduated in 1936 with double bachelor's degrees in mathematics and electrical engineering. It was in a class there that he was introduced to Boole's algebra of logic.
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Finn, Chester E., and Andrew E. Scanlan. "Advanced Placement Fights the Culture Wars." In Learning in the Fast Lane, 188–206. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691178721.003.0012.

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This chapter addresses how the Advanced Placement (AP) program became entangled with both partisans and critics of “liberal education.” Conflicts between devotees of liberal education on the one hand and disciplinary specialization on the other—often referred to as “culture wars”—extend far beyond academe, but they are especially intense among university faculty, particularly in the humanities and social sciences—and in the field of education itself. For AP to remain credible with both high schools and colleges, it must balance these contending forces. If an AP class strays too far into the esoteric, subjective, and sometimes doctrinaire realms of many college courses in these fields, it forfeits its ability to provide high school students with a broad and reasonably objective “universal grounding.” However, if it remains a simple survey course, particularly the kind that—in the case of history—concentrates on factual knowledge of things like elections, presidents, and wars, it will no longer convince professors in that field that doing well in it justifies college credit.
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