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Relevant bibliographies by topics / Princeton University. Class of 1854

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Academic literature on the topic 'Princeton University. Class of 1854'

Author: Grafiati

Published: 26 July 2024

Last updated: 27 July 2024

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Journal articles on the topic "Princeton University. Class of 1854"

1

HELM, PAUL. "Guest Editorial: Benjamin Breckinridge Warfield, 1851–1921." Unio Cum Christo 7, no. 2 (October 1, 2021): 5. http://dx.doi.org/10.35285/ucc7.2.2021.edi.

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This Year 2021 Marks The Centenary Of The Death Of The Theologian Benjamin B.Warfield. He Was A Son Of The Southern Presbyterian Church. John Meeter Summarizes Warfield’s Life As Follows: Benjamin Breckinridge Warfield Was Born Into A Godly Presbyterian Home At “Grasmere,” Near Lexington, Kentucky, November 5th, 1851. When Only Nineteen Years Of Age He Was Graduated From What Is Now Princeton University, With The Highest Honor Of His Class. After Two Years Of Further Study And Travel Abroad He Entered Princeton Seminary, Graduating In The Class Of 1876. In 1878 He Was Appointed Instructor, And In 1879 Installed As Professor Of New Testament Exegesis And Literature At Western Theological Seminary, Allegheny. In 1887 He Received And Accepted, The Appointment To The Charles Hodge Chair Of Didactic And Polemic Theology At Princeton Seminary; And For Thirty-three Years, From 1887 To The Time Of His Death In 1921, He Served Princeton Seminary And The Presbyterian Church U. S. A. In The Chair Made Famous By The Alexander-Hodge Succession. KEYWORDS:

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2

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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3

Capello, Carlo. "On the middle class: Auto-anthropology and social class." Anuac 9, no. 2 (December 31, 2020): 161–69. http://dx.doi.org/10.7340/anuac2239-625x-4431.

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Review article of Hadas Weiss, We have never been middle class, London and New York, Verso, 2019, pp. 176; Caitlin Zaloom, Indebted: How families make college work at any cost, Princeton and Oxford, Princeton University Press, 2019, pp. 280.

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4

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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5

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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6

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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7

Nair, Janaki. "Dipesh Chakrabarty, Rethinking Working Class History: Bengal 1890–1940. Princeton: Princeton University Press, 1989. xix + 245 pp." International Labor and Working-Class History 37 (1990): 96–99. http://dx.doi.org/10.1017/s0147547900010012.

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8

Gates, Marilyn. "Frans J. SCHRYER, Ethnicity and Class Conflict in Rural Mexico, Princeton: Princeton University Press, 1990, 325 pages." Culture 13, no. 2 (November 2, 2021): 97–98. http://dx.doi.org/10.7202/1083130ar.

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9

Schulze, Frederick. "Flirting with anarchism." Focaal 2013, no. 66 (June 1, 2013): 133–38. http://dx.doi.org/10.3167/fcl.2013.660111.

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Graeber, David. 2004. Fragments of an anarchist anthropology. Chicago: Prickly Paradigm Press. 105 pages.Schmidt, Michael, and Lucien van der Walt. 2009. Black flame: The revolutionary class politics of anarchism and syndicalism. Vol. 1, Counter-Power. London: AK Press. 395 pages.Scott, James. 2012. Two cheers for anarchism: Six easy pieces on autonomy, dignity, and meaningful work and play. Princeton, NJ: Princeton University Press. 198 pages.

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10

Gillbank, Linden. "University Botany in Colonial Victoria: Frederick McCoy's Botanical Classes and Collections at the University of Melbourne." Historical Records of Australian Science 19, no. 1 (2008): 53. http://dx.doi.org/10.1071/hr08002.

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Botany was part of the broad intellectual territory of one of the University of Melbourne's four foundation chairs. From his appointment in 1854 until his death in 1899, Frederick McCoy was the Professor of Natural Science and, for most of that time, also honorary Director of the Colony of Victoria's National Museum. McCoy gained ideas about botany and botanic gardens and museums while studying and working at the University of Cambridge, where he attended Professor John Stevens Henslow's botany lectures in 1847. With help from Henslow and Victoria's Government Botanist, Ferdinand Mueller, McCoy acquired botanical collections and developed a class (system) garden at the University of Melbourne, where he taught botany to arts and medical students from 1863 until the establishment of the science degree and arrival of the Professor of Biology in 1887 left him only a rarely-taken botanical subject.

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Books on the topic "Princeton University. Class of 1854"

1

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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2

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

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3

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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4

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

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5

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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6

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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7

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

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8

Princeton University. Class of 1942., ed. The Princeton class of 1942 during World War II: The individual stories. [Princeton, N.J.]: The Class, 2000.

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9

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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10

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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Book chapters on the topic "Princeton University. Class of 1854"

1

"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

"4. In Class." In The Making of Princeton University, 178–237. Princeton University Press, 2006. http://dx.doi.org/10.1515/9780691227528-008.

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3

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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4

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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5

Rosenthal, Jesse. "What Feels Right: Ethics, Intuition, and the Experience of Narrative." In Good Form, 10–41. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691196640.003.0002.

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This chapter demonstrates how literary theory bears the mark of the ethical debates of the nineteenth century. Through a reading of Elizabeth Gaskell's Mary Barton (1848) and Charles Dickens's Hard Times (1854), as well as a discussion of a number of classic narrative theorists, it shows how narrative theory, underwritten by a principle of forward compulsion through the text, reiterates the position of the intuitionist thinkers of the Victorian period. Both novels are examples of what people have come to call the “industrial novel,” or the “social problem novel”: a set of novels that focus on the condition of the working class. There is a strongly felt, if sometimes vague, ethical message in these novels' focus on the human misery inherent in capitalism: a general sense that it is necessary to treat other humans by some other standard than the bottom line. The chapter then considers the philosophical arguments of Bernard Williams—famous for his use of small narratives as philosophical argument—and suggests how narrative form, having subsumed the tenets of intuitionism, itself became an effective argumentative practice.

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6

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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7

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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8

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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9

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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10

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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