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Relevant bibliographies by topics / Woman's College of Frederick

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Academic literature on the topic 'Woman's College of Frederick'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Woman's College of Frederick"

1

Leibo, Steven A., Abraham D. Kriegel, Roger D. Tate, et al. "Book Reviews." Teaching History: A Journal of Methods 12, no. 2 (1987): 28–47. http://dx.doi.org/10.33043/th.12.2.28-47.

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David K. Dunaway and Willa K. Baum, eds. Oral History: An Interdisciplinary Anthology. Nashville: American Assocation for State and Local History, 1984. Pp. xxiii, 436. Paper, $17.95 ($16.15 to AASLH members); cloth $29.50 ($26.95 to AASLH members). Review by Jacob L. Susskind of The Pennsylvania State University at Harrisburg. Salo W. Baron. The Contemporary Relevance of History: A Study in Approaches and Methods. New York: Columbia University Press, 1986. Pp. viii, 158. Cloth, $30.00; Stephen Vaughn, ed. The Vital Past: Writings on the Uses of History. Athens: The University of Georgia Press

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Martin, Andrew T. "Amenorrhea - Woman's College Lacrosse." Medicine & Science in Sports & Exercise 43, Suppl 1 (2011): 179. http://dx.doi.org/10.1249/01.mss.0000400474.29153.4c.

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Haney, L. Richard, and Debralee McClellan. "Frederick Community College." New Directions for Student Services 2009, no. 127 (2009): 21–28. http://dx.doi.org/10.1002/ss.324.

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McCandless, Amy Thompson, and Judith T. Bainbridge. "Academy and College: The History of the Woman's College of Furman University." Journal of Southern History 69, no. 3 (2003): 687. http://dx.doi.org/10.2307/30040035.

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Bix, A. S. "A New and Untried Course: Woman's Medical College and Medical College of Pennsylvania, 1850-1998." JAMA: The Journal of the American Medical Association 285, no. 11 (2001): 1515—a—1516. http://dx.doi.org/10.1001/jama.285.11.1515-a.

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Park, Ju-Hyun, Ok-Lyun Park, and Yun-Ji Jung. "A Study on Nail Art Service by College Woman's Life Style." Korean Journal of Human Ecology 16, no. 4 (2007): 877–84. http://dx.doi.org/10.5934/kjhe.2007.16.4.877.

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Burrow, G. N. "Review: A New and Untried Course: Woman's Medical College and Medical College of Pennsylvania, 1850-1998." Journal of the History of Medicine and Allied Sciences 57, no. 4 (2002): 501–2. http://dx.doi.org/10.1093/jhmas/57.4.501.

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More, Ellen Singer. "A New and Untried Course: Woman's Medical College and Medical College of Pennsylvania, 1850-1998 (review)." Bulletin of the History of Medicine 75, no. 3 (2001): 589–91. http://dx.doi.org/10.1353/bhm.2001.0135.

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Baia, Silvano Fernandes. "Contemporary Carioca, de Frederick Moehn." Música Popular em Revista 4, no. 1 (2017): 135–41. http://dx.doi.org/10.20396/muspop.v4i1.13021.

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Nos anos 1990, na Zona Sul do Rio de Janeiro, surgiu uma cena musical com a atuação colaborativa de um grupo de compositores/intérpretes que compartilharam alguns pressupostos estéticos que os distinguiramem relação a outras sonoridades anteriores ou contemporâneas. Entre estes músicos, cariocas ou vindo de outras partes do país, mas vivendo no Rio, que lograram alcançar projeção nacional e tornar-se influentes na sua geração, encontram-se Marcos Suzano, Lenine, Pedro Luiz e a Parede, Fernanda Abreu e Paulinho Moska,cujos trabalhos estão no centro do estudo do etnomusicólogo estadunidense Fred

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Gaillet, Lyneé Lewis. "Kelly Ritter.To Know Her Own History: Writing at the Woman's College, 1943–1963." Rhetoric Review 32, no. 1 (2013): 101–4. http://dx.doi.org/10.1080/07350198.2013.739505.

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Dissertations / Theses on the topic "Woman's College of Frederick"

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Hemphill, Jean Croce. "Hopelessness and Homelessness: A Woman's Perspective." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etsu-works/7595.

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Hosford, Stacilee Ford. "Frederick Augustus Porter Barnard : reconsidering a life /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11515107.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1991.<br>Typescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Douglas Sloan. Includes bibliographical references (leaves 182-194).

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Manning-Ouellette, Amber Lynn. "A WOMAN'S VOICE: A QUALITATIVE STUDY ON HOW FIRST-YEAR COLLEGE WOMEN UNDERSTAND THEIR SEXUAL EXPERIENCES." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1004.

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A significant social and personal area of the first-year of college is the freedom to engage in casual sex relationships. There is an indication that negative emotions and regret effect women longer than men (Esbaugh & Gute, 2008; Lambert, Kahn, & Apple, 2003; Littleton, Tabernik, Canales, Backstrom, 2009; Morgan & Zurbriggen, 2009; Nack, 2008). The purpose of the study is to investigate how first-year college women understand their sexual experiences. By gathering narratives directly from first-year college women regarding their sex education background and experiences, this dissertation w

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Truell, Allen Dean. "Job satisfation of the occupational-technical faculty in the Virginia community college system : an analysis based on Herzberg's motivation-hygiene theory /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170252/.

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Yates, Benjamin. "One hundred years of band tradition at Luther College." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3226.

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The Luther College Concert Band has enjoyed nearly 150 years of success. International tours, regional tours, concerts, service to the college and recording projects aided the success of this small college band that retained its Lutheran, liberal arts identity. Published documents exist about the Luther College band before 1948 but no comprehensive published documents are available after that time. This essay provides a more complete history of the band since 1948 based upon archival research and interviews with Weston Noble, Fredrick Nyline and Joan deAlbuquerque. The Concert Band started as

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Winslett, Andrea Hoeferlin. "Discussion of sexual consent : the influence of a woman's clearly articulated sexual boundary on college students' responses to a date rape scenario /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1800248971&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258477821&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2006.<br>Typescript. Vita. Major professor: Dr. Alan M. Gross "August 2006." Includes bibliographical references (leaves 53-63). Also available online via ProQuest to authorized users.

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Pfeffer, Miki. "Exhibiting Women: Sectional Confrontation and Reconciliation in the Woman's Department at the World's Exposition, New Orleans, 1884-85." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/339.

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At the World's Industrial and Cotton Centennial Exposition, the Woman's Department offered women of all regions of the country an opportunity to exhibit what they considered "woman's work." As women came together and attempted sectional reconciliation, controversy persisted, especially over the selection of northern suffragist Julia Ward Howe, author of the "Battle Hymn of the Republic," as the Department's president. However, during the course of the event, which lasted from December 16, 1884 to May 31, 1885, New Orleanians and other southern women learned skills and strategies fro

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Kamuche, Felix U. (Felix Uche). "University Effectiveness With Respect to Perceived Student Satisfaction: A Comparative Study of Selected Factors." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332762/.

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The problem of this study concerned the needs of business students and their perceptions of effectiveness with respect to their satisfaction at two universities. A related purpose was to measure, evaluate, and analyze students' needs and perceptions of the effectiveness of their universities with respect to their level of education.

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Wilson, Charles Hooper. "Refining a woman's college toward a history of Brenau University, 1878 - 2008 /." 2008. http://purl.galileo.usg.edu/uga%5Fetd/wilson%5Fcharles%5Fh%5F200808%5Fphd.

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Casey, Emily Clare. "A fully-developed womanhood the collecting of fine art and a woman's education at Smith College 1875-1910 /." 2009. http://hdl.handle.net/10090/8413.

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Books on the topic "Woman's College of Frederick"

1

The Negro woman's college education. Garland, 1987.

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Conway, Jill Kathryn. A woman's education. Hutchinson, 2001.

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Dobkin, Rachel. The college woman's handbook: Educating ourselves. Workman Pub., 1995.

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A woman's education. A.A. Knopf, 2001.

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Ferry, Frederick C. Diaries of Frederick C. Ferry, 1873 to 1888. Chamberlain Ferry, 1991.

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Careeranista: The woman's guide to success after college. Seshet Press, 2014.

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Smart choices: A woman's guide to returning to school. Peterson's Guides, 1990.

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8

Graham, Goodson Martia, ed. Chronicles of faith: The autobiography of Frederick D. Patterson. University of Alabama Press, 1991.

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To know her own history: Writing at the woman's college, 1943-1963. University of Pittsburgh Press, 2012.

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10

Parker, David. Discipline, perfection, and beauty: A history of choral music at Furman University and Greenville Woman's College, 1900-1987. A Press, 1988.

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Book chapters on the topic "Woman's College of Frederick"

1

Harwell, Osizwe Raena Jamila. "A Novel Beginning: Campbell’s Emergence as a Fiction Writer with Your Blues Ain’t Like Mine." In This Woman's Work. University Press of Mississippi, 2016. http://dx.doi.org/10.14325/mississippi/9781496807588.003.0003.

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Chapter three deepens Campbell’s story by considering the emergence of her first novel Your Blues Ain’t Like Mine. The content of Your Blues is connected to racial consciousness and concern for racial violence that Campbell develops as a college student during the Black Liberation period. The recurrent themes in Your Blues reveal a direct relationship to Campbell’s activism at the University of Pittsburgh. Finally, the chapter also highlights the emergence of Campbell’s signature style of integrating specific historical, social, and political themes into all her fictional writing.

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"Watts and the College After Pugh." In Frederick Watts and the Founding of Penn State. Penn State University Press, 2021. http://dx.doi.org/10.5325/j.ctv1nc6rfc.10.

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"6 Watts and the College After Pugh." In Frederick Watts and the Founding of Penn State. Penn State University Press, 2021. http://dx.doi.org/10.1515/9780271090498-008.

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Snowdon, Paul. "Peter Frederick Strawson 1919–2006." In Proceedings of the British Academy, Volume 150 Biographical Memoirs of Fellows, VI. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264232.003.0011.

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Peter Frederick Strawson's life as a philosopher was spent mostly in positions at Oxford, first as a Fellow at University College, and then, after 1968, as Ryle's successor as Waynflete Professor of Metaphysical Philosophy, at Magdalen College. Writing primarily about the philosophy of language, metaphysics, epistemology, and the history of philosophy, he succeeded in redirecting Oxford philosophy away from the limitations that had to some extent been accepted under the influence of J. L. Austin, towards a re-engagement with some traditional and also some new abstract philosophical issues. Strawson established from the early 1950s onwards a pre-eminence within Oxford philosophy, both through his publications but also by his quite exceptional, although never brutal, critical abilities. Simultaneously, he established himself as one of the leading philosophers in the world.

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"Final Years with the College and the Aftermath." In Frederick Watts and the Founding of Penn State. Penn State University Press, 2021. http://dx.doi.org/10.5325/j.ctv1nc6rfc.11.

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Williams, Bruce. "Charles Frederick Carter, 1919–2002." In Proceedings of the British Academy, Volume 124. Biographical Memoirs of Fellows, III. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263204.003.0003.

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Charles Carter was appointed Lecturer in Statistics at Cambridge in 1945, and in 1947 became a Fellow of Emmanuel College. He wrote many papers in his six years at Cambridge on a range of post-war economic problems. In 1959 He became Stanley Jevons Professor of Political Economy and Cobden Lecturer at the Victoria University of Manchester. In 1962 the University Grants Committee had appointed a Planning Board to establish the University of Lancaster, with Sir Noel Hall, Principal of Brasenose College, Oxford, as Chairman. The Board made its plans for the nature of the University and its buildings on a greenfields site, and then sought a Vice-Chancellor. Charles Carter was the Board's choice. He soon proved himself to be a superb administrator. When grants for residential buildings were less than expected he borrowed the necessary funds, and had buildings designed suitable for letting to visitors during student vacations. He attracted academic and research staff of high quality, and he was influential in providing for more students choice in the nature of their degree studies.

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"7 Final Years with the College and the Aftermath." In Frederick Watts and the Founding of Penn State. Penn State University Press, 2021. http://dx.doi.org/10.1515/9780271090498-009.

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"8 The woman's college, 1925-1947: could separate be truly equal?" In The Launching of Duke University, 1924-1949. Duke University Press, 2020. http://dx.doi.org/10.1515/9780822398455-009.

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Rose, Jonathan. "Dreamers of the Ghetto." In Readers' Liberation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198723554.003.0007.

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This chapter does not pretend to offer a complete history of the African-American common reader. It only sketches in a few outlines of a much bigger story. But when that history is written, it will inevitably have to confront this painful contradiction. The woman who did more than any contemporary American to promote reading was raised by a mother who hated books. For an explanation, we might begin by looking to Frederick Douglass’s classic autobiography. Once he realized that most slave-owners feared black literacy, “I understood the pathway from slavery to freedom,” and determined, “at whatever cost of trouble, to learn how to read.” He developed strategies to acquire literacy surreptitiously, offering bread to poor white boys in return for reading lessons. And in The Columbian Orator, an anthology of great speeches, he found inspirational literature that spoke directly to his condition, in particular Sheridan’s philippics for Catholic emancipation. However, later he fell into the hands of a more brutal master, who completely (but temporarily) broke his desire to read: “My natural elasticity was crushed, my intellect languished, the disposition to read departed, the cheerful spark that lingered about my eye died; the dark night of slavery closed in upon me; and behold a man transformed into a brute!” In another slave narrative, Leonard Black testified that when he bought something to read, his master “made me sick of books by beating me like a dog . . . He whipped me so very severely that he overcame my thirst for knowledge, and I relinquished its pursuit,” at least until he escaped from bondage. So there were two possible and polar opposite responses to the terror campaign against black readers. One was to acquire literacy at all costs and by any means necessary. “I do begrudge your education,” admitted a black steamboat steward as he served lunch to a white college student. “I would steal your learning if I could.”4 But others internalized the whippings and developed a fear of and aversion to books. These are both legacies of slavery, and they both survived far beyond the slave era.

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Rogoff, Leonard. "Hip! Hip! Hooray!!!" In Gertrude Weil. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469630793.003.0002.

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Educated at the Horace Mann school and Smith College, Weil represented a rising generation of college-educated women who were scientifically trained in new ideologies of social theory and public reform but found themselves unsuited for any particular career. Feeling the conflict of social and family claims, as defined by Jane Addams, Weil prized her autonomy but returned to her native Goldsboro. There she sought to move social welfare programs from their origins in the Social Gospel and religious societies to scientific principles of social reform. She began her social welfare career working with impoverished school children and joined Home Culture Clubs and the local Woman's Clubs.

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