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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: 31 July 2025

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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 (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

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2

KITLV, Redactie. "Book Reviews." New West Indian Guide / Nieuwe West-Indische Gids 59, no. 3-4 (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

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3

Capello, Carlo. "On the middle class: Auto-anthropology and social class." Anuac 9, no. 2 (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 (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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Schulze, Frederick. "Flirting with anarchism." Focaal 2013, no. 66 (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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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 (2019): 165–67. http://dx.doi.org/10.22363/2313-0660-2019-19-1-165-167.

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

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10

Protschky, Susie. "Race, class, and gender: Debates over the character of social hierarchies in the Netherlands Indies, circa 1600–1942." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 167, no. 4 (2011): 543–56. http://dx.doi.org/10.1163/22134379-90003584.

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Review of: Ulbe Bosma, Indiëgangers: Verhalen van Nederlanders die naar Indië trokken. Amsterdam: Bert Bakker, 2010, 333 pp. ISBN 9789035135017. Price: EUR 26.50 (paperback). Ulbe Bosma and Remco Raben, Being ‘Dutch’ in the Indies: A history of creolisation and empire, 1500–1920. Translated from the Dutch by Wendie Shaffer. Athens and Singapore: Ohio University Press, NUS Press, 2008, xx + 439 pp. [Ohio University Research in International Studies Southeast Asia Series No. 116.] ISBN 9780896802612. Price: USD 22.40 (paperback). Eric Jones, Wives, slaves, and concubines: A history of the female

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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. Princeton University Class of 1952, 2002.

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2

Library, Princeton University, ed. Princeton University Latin American pamphlet collection. Princeton University Library, 1988.

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

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Library, Princeton University, ed. Princeton University Libraries Latin American microfilm collection. 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. The Class, 1995.

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

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7

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

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8

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

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

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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. Class of 1951, Princeton University, 2001.

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

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

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

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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 o

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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. 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 inst

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Rosenthal, Jesse. "What Feels Right: Ethics, Intuition, and the Experience of Narrative." In Good Form. 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

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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 i

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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' demo

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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

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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. Ind

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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

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