Vol 1 Ross A. Mcfarland Papers
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Senior Class Awards Ceremony Class of 2020
BARD COLLEGE SENIOR CLASS AWARDS CEREMONY CLASS OF 2020 Friday the twenty-first of August two thousand twenty 10:00 a.m. Annandale-on-Hudson, New York BARD COLLEGE SENIOR CLASS AWARDS CEREMONY CLASS OF 2020 WELCOME Tessa Greenhalgh ’20 REMARKS Leon Botstein FACULTY SPEAKER Yuka Suzuki STAFF SPEAKER Cammie Jones CLASS SPEAKER Sam Kiley ’20 PRESENTATION OF SENIOR AWARDS CLOSING REMARKS Leon Botstein AWARDS Awards are given to Bard students in open competition, irrespective of financial need. The awards carry various stipends. Book Awards for Excellence in Language Learning Awarded to one student from each foreign language program taught at the College, upon the nomination of the faculty in each language program; based on effective language learning, growth and improvement over the course of study, enthusiasm, diligence, commitment, and leadership in the classroom Marlaina Yost (Arabic) Class of 1969 Award Established by the Class of 1969 on the occasion of their 35th reunion, an annual award given to a junior or senior who, in the judgment of the faculty and the dean of the College, has demonstrated a commitment to justice, peace, and social equity through scholarly pursuits, community involvement, and personal example Rachel Flynn Peter Hutton Film Award In honor of Peter Hutton, a renowned filmmaker, professor, and beloved colleague; an award given to a junior or senior film major in recognition of exceptional skill, artistry, and commitment to the art of filmmaking Anaka Wetch Alexander Hirschhorn Klebanoff ’05 Award for Outstanding Achievement in Art History Awarded to a student whose Senior Project demonstrates extensive scholarship and daring originality. -
In Defense of Qualitative Changes in Development
In Defense of Qualitative Changes in Development The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Kagan, Jerome. 2008. “In Defense of Qualitative Changes in Development.” Child Development 79 (6): 1606–24. https:// doi.org/10.1111/j.1467-8624.2008.01211.x. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:37964397 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Child Development, November/December 2008, Volume 79, Number 6, Pages 1606 – 1624 In Defense of Qualitative Changes in Development Jerome Kagan Harvard University The balance between the preservation of early cognitive functions and serious transformations on these functions shifts across time. Piaget’s writings, which favored transformations, are being replaced by writings that emphasize continuities between select cognitive functions of infants and older children. The claim that young infants possess elements present in the older child’s concepts of number, physical impossibility, and object permanence is vulnerable to criticism because the inferences are based primarily on the single measure of change in looking time. It is suggested that investigators use unique constructs to describe phenomena observed in young infants that appear, on the surface, to resemble the psychological competences observed during later developmental stages. The primary goal of scientists working in varied allel in the motor profiles of the developing embryo disciplines is to explain how a phenomenon of (Hamburger, 1975). -
M. Brewster Smith Curriculum Vitae
Cumulative Bio-Bibliography University of California, Santa Cruz March, 2005 M. Brewster Smith Professor Emeritus of Psychology EMPLOYMENT HISTORY 1988- University of California, Santa Cruz, Professor of Psychology, Emeritus 1970-88 University of California, Santa Cruz, Professor of Psychology 1970-75 University of California, Santa Cruz, Vice Chancellor for Social Sciences 1968-70 University of Chicago, Professor of Psychology and Department Chairman 1965-68 University of California, Berkeley, Director, Institute of Human Development 1962-65 University of California, Berkeley, Associate Director, Institute of Human Development 1959-68 University of California, Berkeley, Professor of Psychology 1957-59 New York University, Department of Psychology, Director of Graduate Training 1956-59 New York University, Professor of Psychology and member, Research Center for Human Relations, Graduate School of Arts and Sciences 1956-57 New York University, Department of Psychology, Coordinator of Graduate Training 1952-56 Social Science Research Council, Staff Associate 1949-52 Vassar College, Professor of Psychology and Chairman of Department 1947-49 Harvard University, Department of Social Relations, Assistant Professor of Social Psychology and Chairman of Board of Tutors and Advisors; Laboratory of Social Relations, Research Associate 1946 Social Science Research Council, Special Committee on Analysis of Experience of Research Branch, Information and Education Division, Research Analyst, January-July 1942-46 Army of the United States, enlisted service -
The Ground of Empowerment
THE GROUND OF EMPOWERMENT W. E. B. Du Bois and the Vision of Africa’s Past by Tracey Lynn Thompson A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of History University of Toronto © Copyright by Tracey Lynn Thompson 2011 The Ground of Empowerment W. E. B. Du Bois and the Vision of Africa’s Past Tracey Lynn Thompson Doctor of Philosophy Department of History University of Toronto 2011 Abstract Scholars have examined many aspects of W. E. B. Du Bois’s project of empowering oppressed peoples in the United States and around the world. However they have treated in only a fragmentary way one of the principal strategies that he used to counter hegemonic ideologies of African and African American inferiority. That strategy was to turn to the evidence of history. Here I argue that Du Bois, alerted by Franz Boas to Africans’ historical attainments, confronted claims made by European Americans that Africans and a fortiori African Americans lacked any achievement independent of European or other foreign influence. Du Bois linked African Americans to Africa and laid out repeatedly and in detail a narrative of autonomous African historical accomplishment. I demonstrate that his approach to the history of Africa constituted a radical departure from the treatment of Africa presented by scholars located in the mainstream of contemporary anglophone academic thought. I argue that while his vision of Africa’s history did not effect any significant shift in scholarly orthodoxy, it played a crucial role, at a grave juncture in race relations in the United States, in helping to equip young African Americans with the psychological resources necessary to challenge white supremacist systems. -
Donor-Advised Fund
WELCOME. The New York Community Trust brings together individuals, families, foundations, and businesses to support nonprofits that make a difference. Whether we’re celebrating our commitment to LGBTQ New Yorkers—as this cover does—or working to find promising solutions to complex problems, we are a critical part of our community’s philanthropic response. 2018 ANNUAL REPORT 1 A WORD FROM OUR DONORS Why The Trust? In 2018, we asked our donors, why us? Here’s what they said. SIMPLICITY & FAMILY, FRIENDS FLEXIBILITY & COMMUNITY ______________________ ______________________ I value my ability to I chose The Trust use appreciated equities because I wanted to ‘to‘ fund gifts to many ‘support‘ my community— different charities.” New York City. My ______________________ parents set an example of supporting charity My accountant and teaching me to save, suggested The Trust which led me to having ‘because‘ of its excellent appreciated stock, which tools for administering I used to start my donor- donations. Although advised fund.” my interest was ______________________ driven by practical considerations, The need to fulfill the I eventually realized what charitable goals of a dear an important role it plays ‘friend‘ at the end of his life in the City.” sent me to The Trust. It was a great decision.” ______________________ ______________________ The Trust simplified our charitable giving.” Philanthropy is a ‘‘ family tradition and ______________________ ‘priority.‘ My parents communicated to us the A donor-advised fund imperative, reward, and at The Trust was the pleasure in it.” ‘ideal‘ solution for me and my family.” ______________________ I wanted to give back, so I opened a ‘fund‘ in memory of my grandmother and great-grandmother.” 2 NYCOMMUNITYTRUST. -
An Analysis of Total Personality As Advocated by Holistic Theorists and Its Effect Upon Healthy Personality
DOCUMENT RESUME ED 039 610 24 CG 005 481 AUTHOR Frick, Willard B. TITLE An Analysis of Total Personality as Advocated by Holistic Theorists and Its Effect upon Healthy Personality. Final Report. INSTITUTION Albion Coll., Mich. SPONS AGENCY Office of Education (DHEW) , Washington, D.C. Rureau of Research. BUREAU NO BR-8-E-076 PUB DATE 30 Apr 70 GRANT OrG-5-9-325076-0004 NOTE 57p. EDRS PRICE FDRS Price MF-$0.25 HC-$2.0F DESCRIPTORS Behavior Theories, Concept Formation, *Developmental Psychology, Individual Characteristics, *Individual Psychology, Personal Growth, *Personality, *Personality Theories, *Psychology ABSTRACT This conceptual work is concerned with the development of a holistic theory of personality. The following were selected for their strong orientation in this direction: Gordon Allport, Andras Angyal, Kurt Goldstein, Prescott Lecky, Abraham Maslow, Bardner Murphy, and Carl Rogers. The four themes which emerged from an analysis of their writings are concerned with organization, motivation, process and potentiality. With three minor exceptions, the seven holistic theorists were virtually identical in their basic principles and thematic concerns. The four themes form a supportive structure for the development of a holistic theory of healthy personality and are offered as evidence that the selected theorists represent a shared orientation toward the development of the human personality. An analysis and subsequent synthesis of the seven individual theories is presented. Implications for the theory and practice of psychotherapy and education are cffered.(Author/CJ) 1-"Anal Report Project No, 8.-E -076 Grant No, OEG-5-9-325076-0004 U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY ASRECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. -
Stevens, Stanley Smith (1906–73) Banaji M R, Hardin C D 1996 Automatic Stereotyping
Stereotypes, Social Psychology of counter-stereotypic, interventions that highlight Jost J T, Banaji M R 1994 The role of stereotyping in system- this association can produce a lowering of the default justification and the production of false consciousness. British stereotype of female l weak. The possibility of such Journal of Social Psychology 33: 1–27 strategies for inducing a shift in automatic stereotypes Katz D, Braly K 1933 Racial stereotypes in one hundred college students. Journal of Abnormal and Social Psychology 28: and the potential to track stereotypes through both 280–90 behavioral and brain activation measures has the Lippmann W 1922 Public Opinion. Harcourt, Brace, Jovanovich, potential, in the future, to inform about stereotype New York representation, process, content, and mechanisms for Nosek B, Banaji M R, Greenwald A G in press Harvesting social change. intergroup attitudes and stereotypes from a demonstration website. Group Dynamics See also: Mental Representation of Persons, Psy- Phelps E A, O’Connor K J, Cunningham W A, Funayama S, chology of; Prejudice in Society; Schemas, Frames, and Gatenby J C, Gore J C, Banaji M R 2000 Performance on indirect measures of race evaluation predicts amygdala acti- Scripts in Cognitive Psychology; Schemas, Social vation. Journal of Cognitie Neuroscience 12: 729–38 Psychology of; Small-group Interaction and Gender; Tajfel H 1969 Cognitive aspects of prejudice. Journal of Social Stigma, Social Psychology of Issues 25: 79–97 Tajfel H, Turner J C 1986 The social identity theory of intergroup behavior. In: Worchel S, Austin W A (eds.) Psychology of Intergroup Relations. Nelson-Hall, Chicago, Bibliography pp. -
ASTRONAUTICS and AERONAUTICS, 1977 a Chronology
NASA SP--4022 ASTRONAUTICS AND AERONAUTICS, 1977 A Chronology Eleanor H. Ritchie ' The NASA History Series Scientific and Technical Information Branch 1986 National Aeronautics and Space Administration Washington, DC Four spacecraft launched by NASA in 1977: left to right, top, ESA’s Geos 1 and NASA’s Heao 1; bottom, ESA’s Isee 2 on NASA’s Isee 1, and Italy’s Wo. (NASA 77-H-157,77-H-56, 77-H-642, 77-H-484) Contents Preface ...................................................... v January ..................................................... 1 February .................................................... 21 March ...................................................... 47 April ....................................................... 61 May ........................................................ 77 June ...................................................... 101 July ....................................................... 127 August .................................................... 143 September ................................................. 165 October ................................................... 185 November ................................................. 201 December .................................................. 217 Appendixes A . Satellites, Space Probes, and Manned Space Flights, 1977 .......237 B .Major NASA Launches, 1977 ............................... 261 C. Manned Space Flights, 1977 ................................ 265 D . NASA Sounding Rocket Launches, 1977 ..................... 267 E . Abbreviations of References -
Psychology of School Learning: Views of the Learner
DOCUMENT RESUME ED 104 859 SP 009 097 AUTHOR Bart, William M., Ed.; Wong, Martin R., Ed. TITLE Psychology of School Learning: Views of the Learner. Volume I: Environmentalism. INSTITUTION MSS Information Ccrp., New York, N.Y. PUB DATE 74 'NOTE 249p. AVAILABLE FROM MSS Information 'orporation, 655 Madison Avenue, New York, New York 10021 ($6.25 paper, $12.00 cloth, 20 percent discount on orders of $200.00 or more) EDRS PRICE MF-$0.76 HC-$12.05 PLUS POSTAGE DESCRIPTORS Behavioral Objectives; Computer Assisted Instruction; Educational Philosophy; *Educational Psychology; *Environmental Influences; Higher Education; *Learning; *Learning Specialists; Reinforcement; Teacher Education ABSTRACT This document is the first of three volumes presenting essays from three schools of thought regarding learning. Volume one consists of readings from psychologists, philosophers, and learning theorists concerning the view that the learner isa product primarily of environmental factors. The list of essays includes the following:(a) "Ideas and Their Origin," (b) "The Free and Happy Student," (c) "The Technology of Teaching," (d) "Treatment of Nonreading in a Culturally Deprived Juvenile Delinquent: An Application of Reinforcement Principles," (e) "Production and Elimination of Disruptive Classroom Behavior by Systematically Varying Teacher's Behavior," (f) "Learning Theory Approaches to Classroom Management: Rationale and Intervention Techniques," (g) "A Token Reinforcement Program in a Public School: A Replication and Systematic Analysis," (h) "Educational -
Culture, History, and Psychology in New York City
Pickren, W. (2011). New York state of mind: culture, history, and psychology in New York City. Memorandum, 21, 21-38. Recuperado em __ de _______________, ____, seer.ufmg.br/index.php/memorandum/article/view/9774 21 New York state of mind: culture, history, and psychology in New York City Wade Pickren Pace University - New York United States Abstract Place is important for understanding knowledge and scientific practices. In turn, knowledge and practice influence the place they occur. Place is not simply the stage where the real action happens, but it is itself constitutive of systems of human interaction, thus ideas are produced and shaped in resonance with their environments. Here the author argues that New York City was an important site for the growth and diversification of application of psychology during the decade of the 1920s. The city both shaped the science and practice that grew there and was shaped by it. Keywords: place; geography of knowledge; construction of scientific practice; applied psychology; New York City Over the last decade, historians of science have shown how knowledge and practice have to become local knowledge and local practice in order to find an enduring place in a Memorandum 21, out/2011 Belo Horizonte: UFMG; Ribeirão Preto: USP ISSN 1676-1669 seer.ufmg.br/index.php/memorandum/article/view/9774 Pickren, W. (2011). New York state of mind: culture, history, and psychology in New York City. Memorandum, 21, 21-38. Recuperado em __ de _______________, ____, seer.ufmg.br/index.php/memorandum/article/view/9774 22 society (e.g. Livingstone, 2003; Raj, 2007; Safier, 2008). -
Reading Comprehension of Materials Written with Select Oral Language Patterns: a Study at Grades 2 and 4
DCCUMENT RESUME ED 036 405 24 RE 002 386 AUTHOR TATHAM, SUSAN MASLAND TITLE READ-NG COMPREHENSION CF MATERIALS WRITTEN WITH SELECT ORAL LANGUAGE PATTERNS: A STUDY AT GRADES 2 AND 4. INSTITUTION WISCONSIN UNIV., MADISON. RESEARCH AND DEVELOPMENT CENTER FOR COGNITIVE LEARNING. SPONS AGENCY OFFICE OF EDUCATION (DHEW), WASHINGTON, D.C. BUREAU OF RESEARCH.. REPORT MO TR-86 BUREAU NO BR-5-0216 PUB DATE JUL 69 CONTRACT OEC-5-10-154 MOTE 1422.. EDRS PRICE EDRS PRICE MF-$0..75 HC-$7.20 DESCRIPTORS GRADE 2, GRADE 4, *LANGUAGE PATTERNS, *LANGUAGE RESEARCH, LANGUAGE ROLE, *ORAL EXPRESSION, *READING COMPREHENSION, *READING RESEARCH ABSTRACT TO DETERMINE WHETHER OR NOT STUDENTS IN GRADES 2 AND 4 COMPREHENDED MATERIALS WRITTEN WITH PATTERNS THAT APPEAR FREQUENTLY IN THEIR SPEECH BETTER THAN MATERIALS WRITTEN WITH PATTERNS THAT APPEAR INFREQUENTLY, TWO READING COMPREHENSION TESTS WERE DEVISED BY THE INVESTIGATOR* SUBJECTS WERE ALI SECCND- AND FOURTH-GRADE CLASSROOMS FROM TWO SIMILAR SCHOCLS: 163 GRADE-2 STUDENTS (81 GIRLS, 82 BOYS) AND 137 GRADE-4 STUDENTS (69 GIRLS, 68 BOYS).. TEST A USED FREQUENTLY OCCURRING PATTERNS FRCM THE ORAL LANGUAGE OF SECOND AND FOURTH GRADERS, AND TEST B USED INFREQUENTLY OCCURRING PATTERNS IN THE ORAL LANGUAGE OF STUDENTS IRCM THE SAME GRADES. PATTERNS WERE SELECTED FROM STRICKLAND'S STUDY (1962). CHI SQUARE AND T TESTS WERE USED TO ANALYZE THE DATA RESULTS INDICATED (1) SIGNIFICANTLY MORE GRADE-2 AND -4 STUDENTS OBTAINED HIGHER SCORES ON TEST A THAN ON TEST B (P .091);(2) GRADE-4 STUDENTS PERFORMED SIGNIFICANTLY BETTER THAN GRADE-2 STUDENTS ON BOTH TESTS (P .01); (3) IN GENERAL, THERE WERE NO SIGNIFICANT SEX -DIFFERENCES ON EITHER TEST WITHIN OR ACROSS GRADES. -
On Class Differences and Early Development. SPONS AGENCY Carnegie Corp
DOCUMENT RESUME ED 044 167 PS 003 280 AUTHOR Kagan, Jerome TITLE On Class Differences and Early Development. SPONS AGENCY Carnegie Corp. of New York, N.Y.; National Inst. of Child Health and Human Development (NIH), Bethesda, Md. PUB DATE 28 Dec 69 NOTE 26p.; Expanded version of address presented at tiw.: meeting of the American Association for the Advancement of Science, Boston, Massachusetts, Dec. 28, 1969 EDRS PRICE EDRS Price MF-$0.25 HC-$1.40 DESCRIPTORS *Change Agents, *Child Development, Cognitive Development, Cross Sectional Studies, *Early Experience, Language Skills, Longitudinal Studies, Lower Class, Middle Class, Parent Child Relationship, *Parent Role, Self Concept, *Social Differences ABSTRACT There are seven major sets of differences between young children of different economic backgrounds. The middle class child, compared to the lower class child, generally exhibits: (1) better language comprehension and expression, (2) richer schema development, involving mental preparation for the unusual, (3) stronger attachment to the mother, making him more receptive to adoption of her values and prohibitions, (4) less impulsive action, (5) a better sense of his potential effectiveness,(6) more motivation for school defined tasks, and (7)greater exceptation of success at intellectual problems. Data from two studies are offered in support of some of these hypotheses. One, a longitudinal study of 140 white, middle and lower class involved observations of their reactions at 4, 8, 13, and 27 months of age to masks with scrambled facial features. The other, a cross sectional study of 60 white, 10-month-old middle and lower class infants involved home observations cf mother and child behaviors and labo.