Opening Set for 2002 Uring the May Lumni Memorial D18 Trustee-Fac- Gymnasium Is Ulty Dinner, Alan W
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Bryn Mawr Invite - 9/2/2011 9/2/2011 Last Completed Event
Bryn Mawr Invite - 9/2/2011 9/2/2011 Last Completed Event Women 5k Run CC Comp# Name School Time UnOfficial UO TIME =================================================================================================================== 1 732 Kerner, Whitney Eastern University 21:26.00 {8} 21:26 * 2 710 Kronauer, Kristina Bryn Mawr College 21:36.00 {3} 20:44 * 3 755 Frick, Melissa Swarthmore College 21:38.00 {4} 20:46 * 4 758 Hammond, Rebecca Swarthmore College 21:38.03 {5} 20:46 * 5 751 Beebe, Stepanie Swarthmore College 21:39.00 {6} 20:47 * 6 757 Gonzalez, Katie Swarthmore College 22:01.00 {7} 21:09 ** 7 750 Torriente, Klarisse Rosemont College 22:03.00 {1} 19:45 ** 8 708 Keep, Claudia Bryn Mawr College 22:38.00 {2} 20:20 9 709 Kosarek, Cassie Bryn Mawr College 23:51.00 {19} 23:51 10 743 Schmid, K atrina Eastern University 23:59.00 {20} 23:59 11 745 Wrona, Val Eastern University 24:06.00 {21} 24:06 12 752 Cina-Sklar, Zoe Swarthmore College 24:11.00 {22} 24:11 13 768 Violante, Ximena Swarthmore College 24:24.00 {23} 24:24 14 728 Cunningham, Hailey Eastern University 24:27.00 {24} 24:27 ** 15 716 Wiley, Kim Bryn Mawr College 24:28.00 {9} 21:59 ** 16 704 Brownawell, Emily Bryn Mawr College 24:35.00 {10} 22:06 ** 17 754 Eng, Amanda Swarthmore College 24:39.00 {11} 22:10 * 18 747 Brown, Lisanne Rosemont College 24:41.00 {18} 23:32 ** 19 766 Saarel, Emma Swarthmore College 24:41.03 {12} 22:11 ** 20 741 Rupert, Josey Eastern University 24:46.00 {13} 22:16 ** 21 761 Marquez, Mayra Swarthmore College 24:46.03 {14} 22:16 ** 22 763 Naiman, Thera Swarthmore -
The Ursinus Weekly, February 15, 1967
Ursinus College Digital Commons @ Ursinus College Ursinus Weekly Newspaper Newspapers 2-15-1967 The rsinU us Weekly, February 15, 1967 Lawrence Romane Ursinus College Herbert C. Smith Ursinus College Mort Kersey Ursinus College Frederick Jacob Ursinus College Lewis Bostic Ursinus College Follow this and additional works at: https://digitalcommons.ursinus.edu/weekly Part of the Cultural History Commons, Higher Education Commons, Liberal Studies Commons, Social History Commons, and the United States History Commons Click here to let us know how access to this document benefits oy u. Recommended Citation Romane, Lawrence; Smith, Herbert C.; Kersey, Mort; Jacob, Frederick; and Bostic, Lewis, "The rU sinus Weekly, February 15, 1967" (1967). Ursinus Weekly Newspaper. 196. https://digitalcommons.ursinus.edu/weekly/196 This Book is brought to you for free and open access by the Newspapers at Digital Commons @ Ursinus College. It has been accepted for inclusion in Ursinus Weekly Newspaper by an authorized administrator of Digital Commons @ Ursinus College. For more information, please contact [email protected]. .... rstnus Volume LXVI WEDNESDAY, FEBRUARY 16, 1967 Number 6 Lorelei, t he Drifters, and Winter I. F. Highlight February Social Events Winter Weekend Approaches Rock and Roll Comes to Ursinus Tomorrow evening at 8 :00 the third annual l.F.-I.s. Win On Thursday, February 16, the Agency will present the ter \Veekend will again dismember the myth of Ursinus as a DRIFTERS in concert at Ursinus. A group well known a suitcase college. In cooperation with the Agency this year mong those who enjoy rock and roll, the Drifters have been the Inter-Fraternity Inter-Sorority Council is beginning their one of America's most popular vocal groups since 1955. -
Scholarly Communications and the Role of the Liberal Arts College Library Diane J
Trinity University Digital Commons @ Trinity Library Faculty Research Coates Library 2013 Scholarly Communications and the Role of the Liberal Arts College Library Diane J. Graves Trinity University, [email protected] Follow this and additional works at: https://digitalcommons.trinity.edu/lib_faculty Part of the Library and Information Science Commons Repository Citation Graves, D.J. (2013). Scholarly communications and the role of the liberal arts college library. In P. Hernon & J.R. Matthews (Eds.), Reflecting on the future of academic and public libraries (114-119). Chicago, IL: American Library Association. This Post-Print is brought to you for free and open access by the Coates Library at Digital Commons @ Trinity. It has been accepted for inclusion in Library Faculty Research by an authorized administrator of Digital Commons @ Trinity. For more information, please contact [email protected]. Scholarly communications and the role of the liberal arts college library By Diane J. Graves University Librarian and Professor Trinity University, San Antonio TX1 A little economic history The conversation on scholarly communication (often referred to as a “crisis”) has its origins in the mid- 1980s. At that time, the balance of trade between the United States and its trading partners in Europe was so far out of balance that American products could not compete internationally. The Reagan Administration, seeking to correct the problem, devalued the dollar at the so-called Plaza Accord on September 22, 1985.i In that moment, the price of journals in many Scientific, Technical, Engineering and Medical (STEM) fields, jumped—in some cases by as much as 25%. Many of the top journals were published by British or European for-profit houses, such as Pergamon, Elsevier, Springer, Wiley, Blackwell’s, Taylor & Francis, and others. -
Lafayette College: Staying Ahead of the Game
Vol. 15 LAFAYETTE COLLEGE: STAYING AHEAD OF THE GAME Lafayette College’s football history is as rich as it is varied, from laying claim to the the first use of the helmet in 1896, to the long standing rivalry with nearby Lehigh University dating back to 1884. But these days, it is the Leopards’ future that has taken on even greater importance. With the opening of the Bourger Varsity Football House, Lafayette’s team has entered into a league all its own. The 24,000 square-foot building, part of a $23 million stadium renovation, contains the team’s locker room, strength and conditioning areas, and sports medicine facilities, including a hydrother- apy room. The upper level houses coaches’ offices, each with a flat screen display for reviewing games, several meeting rooms equipped with custom control systems and full presentation capabilities, and one room large enough to accommodate the entire team. That area, which can also be divided into four separate units, features the same level of class- room technology found across the campus. “The experience we have with our smart classroom tech- nology allowed us to easily adapt to this rather unique setting with great results, ” stated E.J. Hudock, Academic Technology Facilities Manager for Lafayette. One of the very special features of the Bourger Varsity Football House is the highly personalized conference room on the second floor. The program- ming team at Vistacom worked with Lafayette to develop special graphic elements for the control system interface such as helmets for source buttons and a log in system utilizing the jersey numbers which are displayed on top of a Leopard’s jersey graphic. -
FICE Code List for Colleges and Universities (X0011)
FICE Code List For Colleges And Universities ALABAMA ALASKA 001002 ALABAMA A & M 001061 ALASKA PACIFIC UNIVERSITY 001005 ALABAMA STATE UNIVERSITY 066659 PRINCE WILLIAM SOUND C.C. 001008 ATHENS STATE UNIVERSITY 011462 U OF ALASKA ANCHORAGE 008310 AUBURN U-MONTGOMERY 001063 U OF ALASKA FAIRBANKS 001009 AUBURN UNIVERSITY MAIN 001065 UNIV OF ALASKA SOUTHEAST 005733 BEVILL STATE C.C. 001012 BIRMINGHAM SOUTHERN COLL ARIZONA 001030 BISHOP STATE COMM COLLEGE 001081 ARIZONA STATE UNIV MAIN 001013 CALHOUN COMMUNITY COLLEGE 066935 ARIZONA STATE UNIV WEST 001007 CENTRAL ALABAMA COMM COLL 001071 ARIZONA WESTERN COLLEGE 002602 CHATTAHOOCHEE VALLEY 001072 COCHISE COLLEGE 012182 CHATTAHOOCHEE VALLEY 031004 COCONINO COUNTY COMM COLL 012308 COMM COLLEGE OF THE A.F. 008322 DEVRY UNIVERSITY 001015 ENTERPRISE STATE JR COLL 008246 DINE COLLEGE 001003 FAULKNER UNIVERSITY 008303 GATEWAY COMMUNITY COLLEGE 005699 G.WALLACE ST CC-SELMA 001076 GLENDALE COMMUNITY COLL 001017 GADSDEN STATE COMM COLL 001074 GRAND CANYON UNIVERSITY 001019 HUNTINGDON COLLEGE 001077 MESA COMMUNITY COLLEGE 001020 JACKSONVILLE STATE UNIV 011864 MOHAVE COMMUNITY COLLEGE 001021 JEFFERSON DAVIS COMM COLL 001082 NORTHERN ARIZONA UNIV 001022 JEFFERSON STATE COMM COLL 011862 NORTHLAND PIONEER COLLEGE 001023 JUDSON COLLEGE 026236 PARADISE VALLEY COMM COLL 001059 LAWSON STATE COMM COLLEGE 001078 PHOENIX COLLEGE 001026 MARION MILITARY INSTITUTE 007266 PIMA COUNTY COMMUNITY COL 001028 MILES COLLEGE 020653 PRESCOTT COLLEGE 001031 NORTHEAST ALABAMA COMM CO 021775 RIO SALADO COMMUNITY COLL 005697 NORTHWEST -
College/University Visit Clusters
COLLEGE/UNIVERSITY VISIT CLUSTERS The groupings of colleges and universities below are by no means exhaustive; these ideas are meant to serve as good starting points when beginning a college search. Happy travels! BOSTON/RHODE ISLAND AREA Large: Boston University University of Massachusetts at Boston Northeastern University Medium: Bentley University (business focus) Boston College Brandeis University Brown University Bryant College (business focus) Harvard University Massachusetts Institute of Technology Providence College University of Massachusetts at Lowell University of Rhode Island Suffolk University Small: Babson College (business focus) Emerson College Olin College Rhode Island School of Design (art school) Salve Regina University Simmons College (all women) Tufts University Wellesley College (all women) Wheaton College CENTRAL/WESTERN MASSACHUSETTS Large: University of Massachusetts at Amherst/Lowell Medium: College of the Holy Cross Worcester Polytechnic Institute Small: Amherst College Clark University Hampshire College Mount Holyoke College (all women) Smith College (all women) Westfield State University Williams College CONNECTICUT Large: University of Connecticut Medium: Fairfield University Quinnipiac University Yale University Small: Connecticut College Trinity College Wesleyan University NORTHERN NEW ENGLAND Large: University of New Hampshire University of Vermont Medium: Dartmouth College Middlebury College Small: Bates College Bennington College Bowdoin College Colby College College of the Atlantic Saint Anselm College -
Historical Memory Symposium | June 2-5, 2019 Gettysburg College
! Historical Memory Symposium | June 2-5, 2019 Gettysburg College | Gettysburg, Pennsylvania, USA Sunday, June 2nd 6 pm Welcome dinner at the Gettysburg Hotel Monday, June 3rd 9 am Opening Remarks & Introductions | All seminars held in Science Center 200 9:30-10:30 am Monumental Commemorations Julian Bonder, architect; Roger Williams College Exploring the role of monuments, parks and museums in preserving and celebrating historic events and in shaping collective memory 11 am-3 pm Guided Visit to Gettysburg Battlefield Led by Peter Carmichael and Jill Titus, Civil War Institute at Gettysburg College 3 pm-5:30 pm Gettysburg Museum and Visitors’ Center Tuesday, June 4th 9-10:15 am Memory vis-à-vis Recent Events in the United States and Central America Stephen Kinzer, Watson Institute for International and Public Affairs, Brown University Location: Science Center 200 10:30-11:45 am Historical Memory Research I: SPAIN Brief presentations by faculty and students about their research focused on historical and collective memory, with a focus on methodologies. Juanjo Romero, Resident Director, CASA Barcelona Ava Rosenberg, Returning student, CASA Spain Maria Luisa Guardiola, Professor, Swarthmore 12-1 pm Lunch 1:15-2:15 pm Historical Memory Research II: CUBA Brief presentations by faculty and students about their research focused on historical and collective memory, with a focus on methodologies. Somi Jun, Returning student, CASA Cuba Rainer Schultz, Resident Director, CASA Cuba 2:30-4 pm De-Brief and Sharing Project Ideas 5:30-7:30 pm Dinner and closing remarks | Atrium Dining Hall Speaker Bios Julian Bonder Professor of Architecture, Roger Williams University Julian Bonder is a teacher, designer and architect born in New York and raised in Argentina. -
Using Institutional Characteristics to Estimate Return on College Education
Trinity College Trinity College Digital Repository Senior Theses and Projects Student Scholarship Spring 2018 Using Institutional Characteristics to Estimate Return on College Education Nate Choukas Trinity College, Hartford Connecticut, [email protected] Follow this and additional works at: https://digitalrepository.trincoll.edu/theses Part of the Econometrics Commons Recommended Citation Choukas, Nate, "Using Institutional Characteristics to Estimate Return on College Education". Senior Theses, Trinity College, Hartford, CT 2018. Trinity College Digital Repository, https://digitalrepository.trincoll.edu/theses/710 Running Head: ESTIMATING RETURN ON COLLEGE EDUCATION Using Institutional Characteristics to Estimate Return on College Education Nathaniel R. Choukas Trinity College ESTIMATING RETURN ON COLLEGE EDUCATION 2 Abstract Since the 1980s, the college wage-premium in the United States has reached all time highs. As a result, college education is a critical benchmark in securing high paying jobs. While the bachelor’s degree serves as a gateway into more lucrative careers, postsecondary education can be very costly, with some taking on substantial amounts of debt to finance their schooling. Despite the increasing wage-premium, there is an even wider earnings disparity amongst college graduates than between graduates and non-graduates. Research on higher education returns suggests that most individuals – even those ranked as having low ability – benefit financially from their investment in education. At the institutional level; however, some schools produce median returns on investment that are well below zero. This begs the question, why are a considerable number of the nation’s higher education institutions underserving their students? I use OLS to test the hypothesis that schools in rural settings displaced from major cities, and with religious affiliation will be critical variables in explaining college return on investment. -
Elite Colleges Or Colleges for the Elite?: a Qualitative Analysis of Dickinson Students' Perceptions of Privilege Margaret Lee O'brien Dickinson College
Dickinson College Dickinson Scholar Student Honors Theses By Year Student Honors Theses 5-22-2011 Elite Colleges or Colleges For the Elite?: A Qualitative Analysis of Dickinson Students' Perceptions of Privilege Margaret Lee O'Brien Dickinson College Follow this and additional works at: http://scholar.dickinson.edu/student_honors Part of the Sociology Commons Recommended Citation O'Brien, Margaret Lee, "Elite Colleges or Colleges For the Elite?: A Qualitative Analysis of Dickinson Students' Perceptions of Privilege" (2011). Dickinson College Honors Theses. Paper 129. This Honors Thesis is brought to you for free and open access by Dickinson Scholar. It has been accepted for inclusion by an authorized administrator. For more information, please contact [email protected]. Elite Colleges or Colleges for the Elite?: A Qualitative Analysis of Dickinson Students' Perceptions of Privilege By Margaret O'Brien Submitted in partial fulfillment of Honors Requirements For the Dickinson College Department of Sociology Professor Steinbugler, Advisor Professor Schubert, Reader Professor Love, Reader 16 May 2011 Table of Contents 1. Introduction ~----------------------~2 2. Literature Review 4 3. Methodology 20 4. Data Analysis 29 5. Conclusion 48 6. Acknowledgements 52 7. Appendix A (Interview Recruitment Flier) 53 8. Appendix B (Interview Recruitment Email) 54 9. References 55 1 Studying privileged people is important because they create the ladders that others must climb to move up in the world. Nowhere is this more true than in schools, which have been official ladders of mobility and opportunity in U.S. society for hundreds of years. Mitchell L. Stevens, Creating a Class The college experience is often portrayed as a carefree four years filled with new experiences, lifelong friendships, parties, papers and the ease of a semi-sheltered, yet independent, life. -
The Classicists of Ohio Wesleyan University: 1844-2014 © Donald Lateiner 2014
The Classicists of Ohio Wesleyan University: 1844-2014 © Donald Lateiner 2014 When Ohio Wesleyan could hire only four professors to teach in Elliott Hall (and there was yet no other building), one of the four professors taught Latin and another taught Ancient Greek. This I was told in 1979, when I arrived at Sturges Hall to teach the Classics. True or not,1 the story reflects the place of Greek and Latin in the curriculum of the mid-1800s. Our first graduate, William Godman, followed the brutally demanding “classical course.” The percentage of faculty teaching Greek and Latin steadily declined in the Nineteenth and most of the Twentieth century. New subjects and new demands attracted Wesleyan students. Currently we descry another Renaissance of antiquity at Ohio Wesleyan in Classical Studies. Sturges Hall itself was opened in 1855, its original function, as you see in the photo on the left, to serve the campus as library with alcoves divided by subject. Thomas Jefferson and John Quincy Adams studied and revered Greek and Roman writers, their demanding languages, and their culture. Ben Franklin was not interested. For many decades, mere admission to Harvard College required a solid knowledge of Greek and Latin. One of Ohio’s sons who became President of the United States, James A. Garfield, was both a student and a teacher of Greek and Latin. Legend holds that he could write Greek with one hand, Latin with the other--at the same time. I doubt it, but Thucydides tells us humans usually doubt that others can achieve what they know they cannot. -
2009-2010 (Pdf)
MUHLENBERG C O L L E G E Source Book 2009-2010 Source Book 2009-2010 • Edited By: Nicole Hammel • Director, Institutional Research & Records • Published October 2009 TABLE OF CONTENTS 2009-2010 TABLE OF CONTENTS THE COLLEGE 4 I. Description 4 1. A BRIEF DESCRIPTION OF THE COLLEGE ............................................................................................. 4 2. MISSION STATEMENT OF THE COLLEGE ...............................................................................................5 3. DIVERSITY STATEMENT OF THE COLLEGE…………………………………………………………...5 4. THE YEAR IN REVIEW, 2008-2009 ............................................................................................................. 6 5. CENTERS AND INSTITUTES .................................................................................................................... .7 6. PROGRAMS OF STUDY ............................................................................................................................. .8 7. SPECIAL ACADEMIC PROGRAMS ............................................................................................................ 9 8. DEPARTMENTAL MAJOR PROGRAMS ...................................................................................................11 9. THE WESCOE SCHOOL OF MUHLENBERG COLLEGE......………………………………………….. 15 II. Facilities 16 1. MAJOR FACILITIES ....................................................................................................................................16 2. MUHLENBERG COLLEGE PROPERTIES -
Lafayette College Climate Action Plan 2.0
Lafayette College Climate Action Plan 2.0 Acknowledgements 2 Executive Summary 4 I. Vision 8 II. Progress to Date 9 A. Climate Action Plan 1.0 Accomplishments 9 1. We measured emissions and energy. 2. We reduced emissions. 3. We conserved energy. B. Additional Achievements 12 1. We introduced composting to campus. 2. We established LaFarm. 3. We built sustainably. 4. We minimized waste and expanded reuse and recycling. 5. We improved transportation. 6. We reinforced the College’s commitment to sustainability. II. Climate Action Plan 2.0 18 A. Buildings and Facilities Energy Use 19 1. Recommendations 2. Timeline a) Phase 1: Immediate Opportunities for 2019-2020 b) Phase 2: Recommendations for 2021-2025 c) Phase 3: Recommendations for 2026-2035 B. Minimize Waste 26 1. Recommendations 2. Timeline a) Phase 1: Immediate Opportunities for 2019-2020 b) Phase 2: Recommendations for 2021-2025 c) Phase 3: Recommendations for 2026-2035 C. Transportation 29 1. Recommendations 2. Timeline a) Phase 1: Immediate Opportunities for 2019-2020 b) Phase 2: Recommendations for 2021-2025 c) Phase 3: Recommendations for 2026-2035 D. Curricular Integration 32 1. Accomplishments 2. Goals IV. Conclusion and Next Steps 37 V. References 38 1 Acknowledgements Lafayette College’s Climate Action Plan (CAP) is the result of a collaborative process, in which faculty, staff, and students were actively involved and enthusiastically engaged. Committee members attended meetings throughout spring semester 2018 and provided ongoing feedback as the plan was drafted. We appreciate their commitment to helping create this comprehensive plan. We also are grateful to faculty and students in Economics 408 and Engineering Studies 451 who contributed research and recommendations through their capstone projects.