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Relevant bibliographies by topics / University of Arizona – Alumni and alumnae

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Academic literature on the topic 'University of Arizona – Alumni and alumnae'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "University of Arizona – Alumni and alumnae"

1

Hoerig, Karl A., John R. Welch, T. J. Ferguson, and Gabriella Soto. "Expanding Toolkits for Heritage Perpetuation." International Journal of Applied Geospatial Research 6, no. 1 (2015): 59–75. http://dx.doi.org/10.4018/ijagr.2015010104.

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From 2010 to 2013, the White Mountain Apache Tribe and the University of Arizona, with funding from the National Science Foundation, hosted the Western Apache Ethnography and Geographic Information Science Research Experience for Undergraduates. Designed to foster practical skills and scholarly capacities for future resource managers and anthropologists, this field school introduced Apache and non-native undergraduate students to ethnographic field research and GIS tools. Building upon the extensive arrays of geographical, cultural, and historical data that are available for Western Apache territory, field school students engaged in community-based participatory research with Western Apache elders and tribal natural and heritage resource personnel to contribute to the Western Apache tribes' efforts to document their cultural histories, traditional ecological knowledge, local understanding of geography, and issues of historic and contemporary resource management. This essay reviews the program and traces how student alumni have incorporated skills and perspectives gained into their subsequent academic and professional work.

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2

Spinnler, G. E., and J. Liu. "In or on? Location of noble metal particles on zeolite/binder support." Proceedings, annual meeting, Electron Microscopy Society of America 53 (August 13, 1995): 406–7. http://dx.doi.org/10.1017/s0424820100138403.

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The location of metal particles contained in a zeolite-alumina binder support matrix has been difficult to solve using analytical techniques including electron microscopy. Imaging of metal particles, particularly noble metal particles on relatively light matrices such as zeolites or aluminas, has been easily accomplished using high angle annular darkfield imaging (HAADF). Since transmission imaging provides a projection through the sample, location of the particles in the sample or on the surface is not obvious. Surfacesensitive signals such as secondary electrons (SE) and Auger electrons (AE) are necessary to detect particles on the sample surface. HAADF, SE, and AE imaging have been applied to locate noble metal particles in a zeolite support with an alpha alumina binder.The samples were analyzed in a UHV HB501S STEM (MIDAS, Microscope for Imaging and Diffraction Analysis of Surfaces) at the Center for High Resolution Electron Microscopy at Arizona State University. The samples were prepared by crushing and dry deposition on a holey carbon grid.

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3

Cowan, Robert. "ACDC Agency: Food and Politics with Community College Students at Vassar." Radical Teacher 107 (February 2, 2017): 45–51. http://dx.doi.org/10.5195/rt.2017.189.

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The food at the All-College Dining Commons (ACDC) at Vassar College stinks. Not that is literally smells foul; it just isn’t very good. The high-achieving community college students in the Exploring Transfer Program (ET) eat breakfast and dinner there for the five weeks that they are studying at Vassar. Ironically, the course I co-taught in ET for two summers, with the Chair of Environmental Studies, is entitled Feast or Famine: Food, Society, Environment. This course is a survey of issues concerning food systems, such as industrial farming, the role of agricultural lobbyists in Washington, overfishing, food sovereignty in developing countries, food stamps, food deserts, the USDA, FDA, WTO, IMF, etc. And yet, with all of the knowledge the students are gleaning from authors like Marion Nestle, Michael Pollan, Wendell Berry and myriad others, they have to eat the crappy food at ACDC. We have had students in this course from Argentina, Bosnia, Bourkina Faso, China, El Salvador, Ghana, Guyana, Haiti, Italy, Mexico, Pakistan, Poland, the Philippines, Sweden, Uzbekistan, and Vietnam. They come from community colleges mostly in the New York area, but also from as far away as Boston, Maine, Los Angeles, and Diné Community College, which is on a Navajo reservation in Northern Arizona. This program—over 30 years old and with over 1,000 alumni—is a sort of academic boot camp for community college students who hope to transfer to an elite liberal arts college, a Research 1 university, or an Ivy League school. It’s a full scholarship program during which they take two courses in five weeks, each team-taught by a community college professor and a Vassar professor. “AC/DC” seems an apt metaphor for the ET program; not for its pop-metal connotations but because of the fact that it demands that students that are accustomed to operating in one current suddenly adjust to quite another. The question that arises out of the experience of eating ACDC, though—of being low-income, immigrant, first-generation college students, studying at one of the whitest and most expensive schools in the country and yet being forced to eat poor food—is “how do they develop a sense of personal agency,” since that is what the transition through community college and onto a school like Vassar requires.

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4

Ohtani, Keisuke, Kensuke Kawai, Akira Gomi, et al. "Current Status of Epilepsy Care in Rural Districts of Japan: A Survey Targeting Alumni and Alumnae of Jichi Medical University." Journal of the Japan Epilepsy Society 37, no. 3 (2020): 766–78. http://dx.doi.org/10.3805/jjes.37.766.

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5

Perkins, Linda. "The African American Female Elite: The Early History of African American Women in the Seven Sister Colleges, 1880–1960." Harvard Educational Review 67, no. 4 (1997): 718–57. http://dx.doi.org/10.17763/haer.67.4.136788875582630j.

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The Seven Sister colleges are well known for producing some of the nation's most successful women. At the turn of the century, they were recognized as the leading institutions for elite White women. In this article, Linda Perkins outlines the historical experiences of African American women attending the Seven Sister colleges from the institutions' founding to the civil rights era of the 1960s, a period during which approximately five hundred Black women graduated from these institutions. Through an exploration of university archives, alumni bulletins, and oral interviews with alumnae, Perkins shows that the Seven Sister colleges were not a monolithic entity: some admitted African American women as far back as the turn of the century, while others grudgingly, and only under great pressure, admitted them decades later. Perkins illustrates how the Seven Sister colleges mirrored the views of the larger society concerning race, and how issues of discrimination in admissions, housing, and financial aid in these institutions were influenced by, and had an influence on, the overall African American struggle for full participatory citizenship.

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6

Tamba,, Petrus Hasiholan, Ribhan Ribhan,, Keumala Hayati,, and Dina Safitri. "Pengaruh Ambiguitas Peran dan Konflik Peran Terhadap Kreativitas Karyawan." Jurnal Bisnis dan Manajemen, September 30, 2020, 160–72. http://dx.doi.org/10.23960/jbm.v16i3.145.

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This research aims to determine the influence of role ambiguity and role conflict on employee creativity. This research used the causal method by collecting primary data obtained through distributing questionnaires. Samples are 126 respondents of Faculty Economics and Business University Lampung alumnae who graduated 2015-2017. Data processed using multiple regression method. Result analysis shows that role ambiguity has a positive and significant influence on employee creativity with a value of 44%. Another result of this research shows that role conflict positively influences employee creativity with a value of 19%. Keywords:Role Ambiguity, Role Conflict, Employee Creativity ABSTRAK Tujuan dari penelitian ini adalah untuk mengetahui pengaruh dari ambiguitas peran dan konflik peran terhadap kreativitas karyawan. Penelitian ini menggunakan metode kausal dengan menggunakan data primer dari penyebaran kuesioner. Sampel penelitian adalah 126 responden alumni Fakultas Ekonomi dan Bisnis Universitas Lampung lulusan tahun 2015 sampai 2017 dan sudah bekerja. Data diolah dengan menggunakan metode regresi berganda. Hasil analisis menunjukkan bahwa ambiguitas peran memiliki pengaruh positif dan signifikan sebesar 44% terhadap kreativitas karyawan. Hasil lain dari penelitian ini menunjukkan bahwa konflik peran memiliki dampak positif sebesar 19% terhadap kreativitas karyawan. Kata Kunci: Ambiguitas Peran, Konflik Peran, Kreativitas Karyawan

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Dissertations / Theses on the topic "University of Arizona – Alumni and alumnae"

1

College, of Law University of Arizona. "Law Record, Volume 7 No. 1." College of Law, University of Arizona (Tucson, AZ), 1986. http://hdl.handle.net/10150/612052.

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2

College, of Law University of Arizona. "Law Record, Volume 9 No. 2." College of Law, University of Arizona (Tucson, AZ), 1988. http://hdl.handle.net/10150/612053.

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3

College, of Law University of Arizona. "Law Record, Vol. 6 No. 1." College of Law, University of Arizona (Tucson, AZ), 1985. http://hdl.handle.net/10150/612060.

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4

College, of Law University of Arizona. "Law Record, Vol. 6 No. 2." College of Law, University of Arizona (Tucson, AZ), 1985. http://hdl.handle.net/10150/612061.

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5

College, of Law University of Arizona. "Law Record, Vol. 6 No. 2b." College of Law, University of Arizona (Tucson, AZ), 1985. http://hdl.handle.net/10150/612062.

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6

College, of Law University of Arizona. "Law Record, Volume 8 No. 1." College of Law, University of Arizona (Tucson, AZ), 1987. http://hdl.handle.net/10150/612063.

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7

College, of Law University of Arizona. "Law Record, Volume 12 No. 1." College of Law, University of Arizona (Tucson, AZ), 1990. http://hdl.handle.net/10150/612072.

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8

College, of Law University of Arizona. "Law Record, Volume 12 No. 2." College of Law, University of Arizona (Tucson, AZ), 1991. http://hdl.handle.net/10150/612073.

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9

College, of Law University of Arizona. "Law Record, Volume 10 No. 1." College of Law, University of Arizona (Tucson, AZ), 1989. http://hdl.handle.net/10150/612075.

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10

College, of Law University of Arizona. "Law Record, Volume 11 No. 1." College of Law, University of Arizona (Tucson, AZ), 1989. http://hdl.handle.net/10150/612077.

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Books on the topic "University of Arizona – Alumni and alumnae"

1

Race & class on campus: Conversations with Ricardo's daughter. University of Arizona Press, 1997.

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2

Edinburgh, University of. Alumni bulletin: University of Edinburgh alumni magazine. University of Edinburgh, 1990.

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3

Miami University, Oxford, Ohio. Alumni Association. Alumni directory. Miami University Alumni Association, 1991.

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4

Columbia University. School of Library Service. Alumni directory. B.C. Harris Pub. Co., 1992.

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5

University, Colorado State. Alumni directory. Harris Pub. Co., 1993.

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6

Ghana, University of. University of Ghana alumni directory, (1951-1980). University of Ghana, 2004.

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7

University of Connecticut Alumni Association. The University of Connecticut alumni: Today, 2008. University of Connecticut Alumni Association, 2008.

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8

Association-International, Nova University Alumni. Nova University, 25th anniversary, 1964-1989, alumni directory. Spectrum Pub., 1989.

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9

Mississippi, University of Southern. The University of Southern Mississippi alumni directory. 7th ed. B.C. Harris Pub. Co., 1985.

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10

Srivastava, C. P. World Martime University. Pratishthan, 2003.

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Book chapters on the topic "University of Arizona – Alumni and alumnae"

1

Hoerig, Karl A., John R. Welch, T. J. Ferguson, and Gabriella Soto. "Expanding Toolkits for Heritage Perpetuation." In Geospatial Research. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9845-1.ch088.

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Abstract:

From 2010 to 2013, the White Mountain Apache Tribe and the University of Arizona, with funding from the National Science Foundation, hosted the Western Apache Ethnography and Geographic Information Science Research Experience for Undergraduates. Designed to foster practical skills and scholarly capacities for future resource managers and anthropologists, this field school introduced Apache and non-native undergraduate students to ethnographic field research and GIS tools. Building upon the extensive arrays of geographical, cultural, and historical data that are available for Western Apache territory, field school students engaged in community-based participatory research with Western Apache elders and tribal natural and heritage resource personnel to contribute to the Western Apache tribes' efforts to document their cultural histories, traditional ecological knowledge, local understanding of geography, and issues of historic and contemporary resource management. This essay reviews the program and traces how student alumni have incorporated skills and perspectives gained into their subsequent academic and professional work.

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