Brody, Judy, interviewed by Jena Hershkowitz on January 19, 2010: Audio Recording

Some themes discussed are: • Jewish education—Hebrew tutor/Hebrew school(1) • Jewish education—Sunday School(10) • Jewish education—parents (12) • Holidays (1-2) • Civic engagement (1, 5) • Civic engagement—B’nai B’rith and Hadassah (2) • Food—kosher (2) • Colby—Greek life (3-4) • Occupation—law (4) • Dating—marriage (5) • Dating—at Colby (8) • Dating—interfaith marriage (9) • Live in Waterville—attractions (6) • Live in Waterville—school (9) • Colby—Hillel (6) • Colby—classes (6) • Colby—campus life (7-8, 12-13) • Synagogue (11)

Schreider, Judith, interviewed by Desiree Shayer on January 21, 2010: Audio Recording

Some themes discussed are: • Colby—admissions (2-3) • Colby—dorms (3-4) • Colby—social life (4) • Marriage (4) • Colby—professors (7) • Colby—Dean Runnals (12) • Food—kosher (5) • Dating—rules at Colby (4-5, 6) • Dating—townies (6) • Military service—(8) • Occupation—furniture (8) • Occupation—education (10)

Schreider, Judith, interviewed by Desiree Shayer on January 21, 2010: Audio Part Two

Some themes discussed are: • Colby—admissions (2-3) • Colby—dorms (3-4) • Colby—social life (4) • Marriage (4) • Colby—professors (7) • Colby—Dean Runnals (12) • Food—kosher (5) • Dating—rules at Colby (4-5, 6) • Dating—townies (6) • Military service—(8) • Occupation—furniture (8) • Occupation—education (10)

Shiro, Burt, and Phyllis, interviewed by Sam Levine on January 17, 2010: Transcript

Some of the themes discussed are: • Occupation—store, The Jefferson Hotel (2, 4-6, 11, 17-18) • Food (2) • Colby—Greek life (3, 7) • Military service (3-4) • Bar Mitzvah (6, 12) • Life in Waterville—Circus (6) • Anti-semitism (10-12) • Occupation—law (8-9) • Occupation—legislature (14) • Jewish education (12) • Synagogue (13) • Civic engagement—United Way (15) • Civic engagement (26-28) • Camp—Modin (18) • College—attendance (19) • Colby—football (20-21, 23, 30)

Schreider, Judith, interviewed by Desiree Shayer on January 21, 2010: Transcript

Some themes discussed are: • Colby—admissions (2-3) • Colby—dorms (3-4) • Colby—social life (4) • Marriage (4) • Colby—professors (7) • Colby—Dean Runnals (12) • Food—kosher (5) • Dating—rules at Colby (4-5, 6) • Dating—townies (6) • Military service—(8) • Occupation—furniture (8) • Occupation—education (10)

1998 Yearbook

Sept. 1998; 72 pages; pages 69-72 (Yearzine) b&w, color photographs TOC: Reflections…1 / Dedication…2 / Table of Contents…3 / Message from the President…4 / Message from the Student Government President…5 / The Deans…6 / Robert Francis Kennedy…7 / Student Activities Club Life…8 / Student Activities Club Fair…10 / We Build Potential…12 / Student Government Association 1997/98…14 / Poetry Writing my way out of the Ghetto…16 / Multi-Cultural Appreciation Week 16A-D / Dr. Martin Luther King Jr….17 / Future Leaders Early Childhood Learning Center…18 / Poetry + 5K Race…20 / The Class of 1997/98…21 / Message from the Yearbook Committee…61 / Tribute to Donald Barker Health Center…62 / Poetry Stepping Out…63 / Credits…64 Credits: PROJECT SUPERVISOR: IRENE SOSA; PROJECT COORDINATOR: EDWARD HOLLINS; ASST. PROJECT COORDINATORS: VINCENT COUSIN, ALLEN SCRIBNER, MADODHREE YAMRAJ; EVENT PHOTOGRAPHERS: VINCENT COUSIN, ALLEN SCRIBNER, RANDY FADER-SMITH; GRADUATE PHOTOGRAPHERS: SAMUEL LEE, LUIS REYES; POETRY: MATTHEW JOFFE, LISA KREMENS, THOMAS MCCRAY, JR. Special Thanks: -THE STAFF OF STUDENT LIFE & DEVELOPMENT (FRAN, GREGORY, LUIS, MILLIE) -ENOCK CHARLOTIN -DR. NOMA KRASNEY -HIGH SPEED PHOTO (LOUIS, FERNANDO, JAMES -THANKS GUYS, GREAT JOB!) -WARREN COOPER (TAYLOR PUBLISHING) -ANILA JOHN (S.G.A OFFICE MANAGER) - RON BOERKE (EVENTS OFFICE)

Interview with Jane West

Abstract: In her July 15, 2013 interview with Martha Manning, Jane West details her time at Winthrop as a Biology major in the 1960s. Briefly, West discusses student life and Winthrop traditions, but she provides insight into her life student teaching at Florence High School. Additionally, West includes her experience in required courses like English and Math, as well as experiments conducted in her Biology courses. West concludes the interview with her overall perceptions of Winthrop. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

Itinerário educacional de uma aluna cega e a busca pela imagem adaptada

The scope of this study directs an investigation in search of how the blind person learns knowledge at school mediated by the image in context of an inclusive education and how it can be (or is) triggered by the adaptation of images to the tactile seizure of the blind person and his correlative process of reading. To achieve this intent we choose a qualitative approach of research and opted for the modality of case study, based on the empirical field of a public school in the city of Cruzeta, RN and as a the main subject a congenitally blind female student enrolled in high school there, focusing, often, on the discipline of geography in its words mapping. Our procedures for construction of data are directly involved to the documentary analysis of open reflective interview and observation. The base guiding theory of our assessments is located in the current understanding about the human psychological development of its educational process inside an inclusive perspective, of contemporary conceptions about the visual disability as well of image as a cultural product. Accordingly, the human person is a concrete subject, whose development is deeply marked by the culture, historically built by human society. This subject regardless of his specific features, grasping the world in an interactive and immediate way, internalising and producing culture. In this thinking, we believe that the blind person perceives in multiple senses the stimuli of his environment and acts in the world toward his integration into the social environment. The image as a product of culture, historically and socially determined, appears as a sign conventionally used as an icon that in itself concentrates knowledge of which the student who does not realize visually himself and his surroundings cannot be excluded. In this direction, the inclusive educational process must build conditions of access to knowledge for all students without distinction, including access to the interpretation of the images originally intended for the seizure strictly visual to other perceptive models. Based in this theory and adopting principles of content analysis, we circulated inside the interpretation of the data constructed from the analysis of documents, from the subject speeches, from records of the observation made in the classroom and other notes of the field daily. In the search for pictures on the school contents, adapted to the tactile seizure of blind student, was seen little and not systematic in practice and teaching at the school. It showed us the itinerary of the student life marked by a succession of supports, most of the time inappropriate and pioneers in cooling the construction of her autonomy. It also showed us the tensions and contradictions of a school environment, supposedly inclusive, that stumbles in search of its intent, in the attitudinal and cumulative barriers brought, because of its aggravating maintenance. These findings arose of crossing data around of a categorization that gives importance to 1) Concepts regarding the school inclusion, 2) Elements of the school organization, educational proposal and teaching practice, 3) Meaning of the visual image as the object of knowledge, 4) Perception in multiple senses and 5) Development and learning of the blind person before impositions of the social environment. In light of these findings we infer that it must be guaranteed to the disabled person removal of the attitudinal barriers that are against his full development and the construction of his autonomy. In that sense, should be given opportunity to the student with visual disability, similarly to all students, not only access to school, but also the dynamics of a school life efficient, that means the seizure of knowledge in all its modalities, including the imagery. To that end, there is a need of the continued training of teachers, construction of a support network in response to all needs of students, and the opportunity to development of reading skills beyond a perspective eminently focused in the sight

O ensino de língua inglesa em um instituto federal : uma análise das recomendações documentais e da perspetiva dos professores

This work aims to understand the teaching of English at the Federal Institute of considering the recommendations of official and technical documents for the integrated secondary school and the perspective of the English teachers settled in one of the campuses of the Institute. It is also an objective of this research to infer as to what extent the perspective of teachers is articulated to the documental recommendations. For this purpose, several official and technical documents (LÜDKE; ANDRÉ, 1986), such as the PCNEMs (BRAZIL, 2000), the OCNEMs (BRAZIL, 2006) and the Political-Pedagogical Project of the Institute (IFRN, in press) were gathered, and a questionnaire was submitted to six teachers of English from one of the campuses of the institution. The theoretical references of the research include, among others, Bakhtin (1997; 1999), Widdowson (1991), Almeida Filho (2011; 2004), Celani (1988; 2009), Hutchinson and Waters (1987) and Dudley-Evans and St. John (1998). The results show that the teaching of English according to the documents predicts the instrumental use of the foreign language, but suggests the development of competences and skills as contextualized social practices, aimed at the education of the student as a professional-citizen. The perspective of teachers, in turn, points to a concern that the teaching of English serves as a tool for improving student life through the instrumental use of language as a means of accessing information and professional training. This finding reveals that the articulation between the documental recommendations and perspective of teachers does not go beyond what refers to the instrumental language teaching, since teachers do not show, when reporting their practices, the teaching of language as social practice, as mentioned in the legal texts

James Sisters Papers - Accession 869

The James Sisters Papers consist of personal correspondence between the sisters and their parents while they attended Winthrop and other papers, memorabilia, and photographs relating to their college and professional lives.

Kate Evans Cathcart Lindsey Papers - Accession 198

Kate Evans Cathcart Lindsey (1898-1975) was a Winthrop graduate (Class of 1919) and a former president of the Greenville, SC Chapter of the Winthrop Alumni Association. The Kate Evans Cathcart Lindsey Papers consist of a scrapbook and a diary relating to Mrs. Lindsey’s college days at Winthrop, as well as, correspondence and newspaper clippings pertaining to her role as the Greenville Alumni Association President. Correspondents include James P. Kinard and Shelton Phelps. The collection is a great source for information concerning student life at Winthrop (1915-1919) and of collegiate life during World War I.

NIKH: 1914

This digital object was funded in part through a grant from the Andrew Mellon Foundation. The digitalization of this object was part of a collaborative effort with the Washington Research Library Consortium and George Washington University.

The Bison: 2011: Part 1

This digital object was funded in part through a grant from the Andrew W. Mellon Foundation. The digitalization of this object was part of a collaborative effort with the Washington Research Library Consortium and George Washington University.

The Bison: 2011: Part 2

This digital object was funded in part through a grant from the Andrew W. Mellon Foundation. The digitalization of this object was part of a collaborative effort with the Washington Research Library Consortium and George Washington University.

The Bison: 2011: Part 3

This digital object was funded in part through a grant from the Andrew W. Mellon Foundation. The digitalization of this object was part of a collaborative effort with the Washington Research Library Consortium and George Washington University.