806 resultados para Women college students--Michigan--Ann Arbor. Dancing--Michigan--Ann Arbor
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LINCOLN UNIVERSITY - On March 25, 1965, a bus loaded with Lincoln University students and staff arrived in Montgomery, Ala. to join the Selma march for racial and voting equality. Although the Civil Rights Act of 1964 was in force, African-Americans continued to feel the effects of segregation. The 1960s was a decade of social unrest and change. In the Deep South, specifically Alabama, racial segregation was a cultural norm resistant to change. Governor George Wallace never concealed his personal viewpoints and political stance of the white majority, declaring Segregation now, segregation tomorrow, segregation forever. The march was aimed at obtaining African-Americans their constitutionally protected right to vote. However, Alabamas deep-rooted culture of racial bias began to be challenged by a shift in American attitudes towards equality. Both black and whites wanted to end discrimination by using passive resistance, a movement utilized by Dr. Martin Luther King Jr. That passive resistance was often met with violence, sometimes at the hands of law enforcement and local citizens. The Selma to Montgomery march was a result of a protest for voting equality. The Student Nonviolent Coordinating Committee (SNCC) and the Southern Christian Leadership Counsel (SCLC) among other students marched along the streets to bring awareness to the voter registration campaign, which was organized to end discrimination in voting based on race. Violent acts of police officers and others were some of the everyday challenges protesters were facing. Forty-one participants from Lincoln University arrived in Montgomery to take part in the 1965 march for equality. Students from Lincoln Universitys Journalism 383 class spent part of their 2015 spring semester researching the historical event. Here are their stories: Peter Kellogg Weve been watching the television, reading about it in the newspapers, said Peter Kellogg during a February 2015 telephone interview. Everyone knew the civil rights movement was going on, and it was important that we give him (Robert Newton) some assistance and Newton said we needed to get involve and do something, Kellogg, a lecturer in the 1960s at Lincoln University, discussed how the bus trip originated. Thats why the bus happened, Kellogg said. Because of what he (Newton) did - thats why Lincoln students went and participated. People were excited and the people along the sidewalk were supportive, Kellogg said. However, the mood flipped from excited to scared and feeling intimidated. It seems though every office building there was a guy in a blue uniform with binoculars standing in the crowd with troops and police. And if looks could kill me, we could have all been dead. He says the hatred and intimidation was intense. Kellogg, being white, was an immediate target among many white people. He didnt realize how dangerous the event in Alabama was until he and the others in the bus heard about the death of Viola Liuzzo. The married mother of five from Detroit was shot and killed by members of the Ku Klux Klan while shuttling activists to the Montgomery airport. We found out about her death on the ride back, Kellogg recalled. Because it was a loss of life, and it shows the violence we could have been exposed to that danger! After returning to LU, Kelloggs outlook on life took a dramatic turn. Kellogg noted Kings belief that a person should be willing to die for important causes. The idea is that life is about something larger and more important than your own immediate gratification, and career success or personal achievements, Kellogg said. The civil rights movement it made me, it made my life more significant because it was about something important. The civil rights movement influenced Kellogg to change his career path and to become a black history lecturer. Until this day, he has no regrets and believes that his choices made him as a better individual. The bus ride to Alabama, he says, began with the actions of just one student. Robert Newton Robert Newton was the initiator, recruiter and leader of the Lincoln University movement to join Dr. Martin Luther Kings march in Selma. In the 60s much of the civil rights activists came out of college, said Newton during a recent phone interview. Many of the events that involved segregation compelled college students to fight for equality. We had selected boycotts of merchants, when blacks were not allowed to try on clothes, Newton said. You could buy clothes at department stores, but no blacks could work at the department stores as sales people. If you bought clothes there you couldnt try them on, you had to buy them first and take them home and try them on. Newton said the students risked their lives to be a part of history and influence change. He not only recognized the historic event of his fellow Lincolnites, but also recognized other college students and historical black colleges and universities who played a vital role in history. You had the S.N.C.C organization, in terms of voting rights and other things, including a lot of participation and working off the bureau, Newton said. Other schools and places such as UNT, Greenville and Howard University and other historically black schools had groups that came out as leaders. Newton believes that much has changed from 50 years ago. I think weve certainly come a long way from what Ive seen from the standpoint of growing up outside of Birmingham, Alabama, Newton said. He believes that college campuses today are more organized in their approach to social causes. The campus appears to be some more integrated amongst students in terms of organizations and friendships. Barbara Flint Dr. Barbara Flint grew up in the southern part of Arkansas and came to Lincoln University in 1961. She describes her experience at Lincoln as being at Lincoln when the world was changing. She was an active member of Lincolns History Club, which focused on current events and issues and influenced her decision to join the Selma march. The first idea was to raise some money and then we started talking about why cant we go? I very much wanted to be a living witness in history. Reflecting on the march and journey to Montgomery, Flint describes it as being filled with tension. We were very conscious of the fact that once we got on the road past Tennessee we didnt know what was going to happen, said Flint during a February 2015 phone interview. Many of the students had not been beyond Missouri, so they didnt have that sense of what happens in the South. Having lived there you knew the balance as well as what is likely to happen and what is not likely to happen. As my father use to say, you have to know how to stay on that line of balance. Upon arriving in Alabama she remembers the feeling of excitement and relief from everyone on the bus. We were tired and very happy to be there and we were trying to figure out where we were going to join and get into the march, Flint said. There were so many people coming in and then we were also trying to stay together; that was one of the things that really stuck out for me, not just for us but the people who were coming in. You didnt want to lose sight of the people you came with. Flint says she was keenly aware of her surroundings. For her, it was more than just marching forward. I can still hear those helicopters now, Flint recalled. Every time the helicopters would come over the sound would make people jump and look up - I think that demonstrated the extent of the tenseness that was there at the time because the helicopters kept coming over every few minutes. She said that the marchers sang we are not afraid, but that fear remained with every step. Just having been there and being a witness and marching you realize that Im one of those drops thats going to make up this flood and with this flood things will move, said Flint. As a student at Lincoln in 1965, Flint says the Selma experience undoubtedly changed her life. You cant expect to do exactly what you came to Lincoln to do, Flint says. That march - along with all the other marchers and the action that was taking place - directly changed the paths that I and many other people at Lincoln would take. She says current students and new generations need to reflect on their personal role in society. Decide what needs to be done and ask yourself how can I best contribute to it? Flint said. She notes technology and social media can be used to reach audiences in ways unavailable to her generation in 1965. So you dont always have to wait for someone else to step out there and say lets march, you can express your vision and your views and you have the means to do so (so) others can follow you. Jaci Newsom Jaci Newsom came to Lincoln in 1965 from Atlanta. She came to Lincoln to major in sociology and being in Jefferson City was largely different from what she had grown up with. To be able to come into a restaurant, sit down and be served a nice meal was eye-opening to me, said Newsom during a recent interview. She eventually became accustomed to the relaxed attitude of Missouri and was shocked by the situation she encountered on an out-of-town trip. I took a bus trip from Atlanta to Pensacola and I encountered the worse racism that I have ever seen. I was at bus stop, I went in to be served and they would not serve me. There was a policeman sitting there at the table and he told me that privately owned places could select not to serve you. Newsom describes her experience of marching in Montgomery as being one with a purpose. We felt as though we achieved something - we felt a sense of unity, Newsom said. We were very excited (because) we were going to hear from Martin Luther King. To actually be in the presence of him and the other civil rights workers there was just such enthusiasm and excitement yet there was also some apprehension of what we might encounter. Many of the marchers showed their inspiration and determination while pressing forward towards the grounds of the Alabama Capitol building. Newsom recalled that the marchers were singing the lyrics aint gonna let nobody turn me around and we shall overcome. I started seeing people just like me, Newsom said. I dont recall any of the scowling, the hitting, the things I would see on TV later. I just saw a sea of humanity marching towards the Capitol. I dont remember what Martin Luther King said but it was always the same message: keep the faith; were going to get where were going and let us remember what our purpose is. Newsom offers advice on what individuals can do to make their society a more productive and peaceful place. We have come a long way and we have ways to change things that we did not have before, Newsom said. You need to work in positive ways to change. Referencing the recent unrest in Ferguson, Mo., she believes that people become destructive as a way to show and vent anger. Her generation, she says, was raised to react in lawful ways and believe in hope. We have faith to do things in a way that was lawful and it makes me sad what people do when they feel without hope, and there is hope, Newsom says. Non-violence does work - we need to include everyone to make this world a better place. Newsom graduated from Lincoln in 1969 and describes her experience at Lincoln as, I grew up and did more growing at Lincoln than I think I did for the rest of my life.
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Esta dissertao apresenta dois projetos que apontam possibilidades de se construir novos conhecimentos com prticas viveis e significativas para os alunos de Administrao de Empresas do ensino superior. O objetivo fomentar a discusso sobre o papel do docente e a formao dos professores no ensino superior com qualidade, atravs dos estudos em uma Faculdade da Zona Leste da cidade de So Paulo. Este trabalho aponta que o bacharelado em Administrao pode ir para alm de meros contedos tcnicos a serem humanizados a partir da utilizao de recursos didticos inovadores. A anlise dos projetos permite concluir que aes educativas diferenciadas, inspiradas na teoria freiriana, apresentaram-se como forma de enfrentamento s dificuldades nas relaes entre ensino e aprendizagem. Com a aplicao dos referidos projetos, as possveis dificuldades de aprendizagem foram transformadas em oportunidades, e hoje so contribuies qualidade educativa.
REFLEXOS INDIVIDUAIS DO USO PESSOAL E EXCESSIVO DE COMUNICADORES INSTANTNEOS NO AMBIENTE DE TRABALHO
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A Internet est inserida no cotidiano do indivduo, e torna-se cada vez mais acessvel por meio de diferentes tipos de dispositivos. Com isto, diversos estudos foram realizados com o intuito de avaliar os reflexos do seu uso excessivo na vida pessoal, acadmica e profissional. Esta dissertao buscou identificar se a perda de concentrao e o isolamento social so alguns dos reflexos individuais que o uso pessoal e excessivo de aplicativos de comunicao instantnea podem resultar no ambiente de trabalho. Entre as variveis selecionadas para avaliar os aspectos do uso excessivo de comunicadores instantneos tem-se a distrao digital, o controle reduzido de impulso, o conforto social e a solido. Atravs de uma abordagem de investigao quantitativa, utilizaram-se escalas aplicadas a uma amostra de 283 pessoas. Os dados foram analisados por meio de tcnicas estatsticas multivariadas como a Anlise Fatorial Exploratria e para auferir a relao entre as variveis, a Regresso Linear Mltipla. Os resultados deste estudo confirmam que o uso excessivo de comunicadores instantneos est positivamente relacionado com a perda de concentrao, e a varivel distrao digital exerce uma influncia maior do que o controle reduzido de impulso. De acordo com os resultados, no se podem afirmar que a solido e o conforto social exercem relaes com aumento do isolamento social, devido ausncia do relacionamento entre os construtos.
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There is a widespread and strongly held belief that arthritis pain is influenced by the weather; however, scientific studies have found no consistent association. We hypothesize that this belief results, in part at least, from people's tendency to perceive patterns where none exist. We studied patients (n = 18) for more than I year and found no statistically significant associations between their arthritis pain and the weather conditions implicated by each individual. We also found that college students (n = 97) tend to perceive correlations between uncorrelated random sequences. This departure of people's intuitive notion of association from the statistical concept of association, we suggest, contributes to the belief that arthritis pain is influenced by the weather.
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A universidade um local de aprendizagem no qual conhecimento acadmico, social e cultural permeia a relao entre os estudantes, onde estes tero a oportunidade de vivenciar diferentes situaes durante o curso. A maior preocupao como esta experincia influenciar o estado nutricional com a possvel mudana dos hbitos cotidianos, como abuso de bebidas alcolicas, uso irrestrito de suplementos vitamnicos e alimentares e a alimentao inadequada. O consumo alimentar de universitrios foi o foco desta pesquisa que teve como objetivo geral identificar as principais mudanas do consumo de alimentos/ bebidas e estilos de vida por meio de estudo de coorte, envolvendo estudantes ingressantes nos cursos de graduao da Escola Superior de Agricultura \"Luiz de Queiroz\" - ESALQ/USP, e como objetivos especficos desenvolver, validar e aplicar um instrumento com a finalidade de identificar medidas comportamentais relacionadas aos hbitos de consumo alimentar, atividade fsica, situao socioeconmica e relacionar as informaes obtidas ao estado nutricional do estudante; descrever o consumo dentro e fora do domiclio. Participaram da pesquisa estudantes com idade entre 18 e 30 anos. Um questionrio foi aplicado juntamente com a avaliao antropomtrica para mensurao do peso, altura e classificao do estado nutricional por meio do ndice de Massa Corporal (IMC). Este protocolo foi repetido aps 8 meses de curso para que fosse identificada a situao do estado nutricional de cada indivduo relacionada s mudanas do comportamento alimentar. Os dados coletados foram armazenados em base de dados no Microsoft Excel, sendo analisados por meio do Statistical Analysis System. Os dados quantitativos foram expressos em mdia e desvio-padro (DP) com clculos de intervalos de confiana de 95%. O teste do qui-quadrado foi utilizado para comparar a distribuio da prevalncia de sobrepeso e obesidade quanto varivel sexo, associando-se ao IMC. Foi utilizado o coeficiente de correlao intraclasse de Pearson para verificao de concordncia entre peso e altura aferidos e referidos. Foi realizada anlise de regresso mltipla para identificao da mudana de consumo entre as fases, assim como para peso corporal. Utilizou-se o nvel de significncia de 5%. Observaram-se entre as duas fases quantidades preocupantes de nutrientes ingeridos aqum ou alm dos limites preconizados para ambos os sexos; destaque para o elevado consumo de sdio, e insatisfatrio de carotenides. No caso dos carotenides, houve crescimento significativo da contribuio da categoria 3 para as alunas. O consumo de cafena na segunda fase foi maior, predominando o fornecimento pelos alimentos ultraprocessados. De forma geral houve aumento do consumo de alimentos processados e ultraprocessados. Observou-se aumento (significativo a 5%) no consumo de lipdios. Constatou-se diminuio na prtica de exerccios fsicos e aumento na ingesto de bebidas alcolicas, e destas com energticos e no tabagismo. Concluiu-se que o ingresso na universidade contribui para a mudana nos hbitos alimentares e estilos de vida de maneira negativa, sendo necessria interveno adequada visando a promoo da sade dos estudantes.
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The purpose of this study is to investigate the experience of college-aged students who have been diagnosed with dyslexia. Research has shown that many people with dyslexia experience a variety of social and emotional struggles throughout their education. Using qualitative research techniques, this study provides a description of the experience common among college students with dyslexia. Specifically, the study examines the experience of dyslexic students as it relates to attributions of successes and failures, locus of control, self-concept, and how personal knowledge about the diagnosis impacts their experience.
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Attempts to address the ever increasing achievement gap among students have failed to explain how and why educational traditions and teaching practices perpetuate the devaluing of some and the overvaluing of others. This predicament, which plagues our educational system, has been of increased concern, given the growing racial diversity among college students and the saturation of White faculty in the academy. White faculty make up the majority, 79%, of all faculty in the academy. White faculty, whether consciously or unconsciously, are less likely to interrogate how race and racism both privilege them within the academy and influence their faculty behaviors. The result of this cyclical, highly cemented process suggests that there is a relationship between racial consciousness and White faculty members' ability to employ behaviors in their classroom that promote equitable educational outcomes for racially minoritized students. An investigation of the literature revealed that racial consciousness and the behaviors of White faculty in the classroom appeared to be inextricably linked. A conceptual framework, Racial Consciousness and Its Influence on the Behaviors of White Faculty in the Classroom was developed by the author and tested in this study. Constructivist grounded theory was used to explore the role White faculty believe they play in the dismantling of the white supremacy embedded in their classrooms through their faculty behaviors. A substantive theory subsequently emerged. Findings indicate that White faculty with a higher level of racial consciousness employ behaviors in their classroom reflective of a more expansive view of equality in their pursuit of social justice, which they consider synonymous with excellence in teaching. This research bears great significance to higher education research and practice, as it is the first of its kind to utilize critical legal scholar Kimberl Crenshaw's (1988) restrictive and expansive views of equality framework to empirically measure and describe excellence in college teaching. Implications for faculty preparation and continued education are also discussed.
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Introduction: This study analyses the habits of physical activity of a group of students at the University of Vigo (Spain). Methods: It uses the SRHI (Self-Report Habits Index) scale, which was used for the first time in Spain. It starts from the premise that future educators should have good physical activity habits if they want to convey this attitude to their students due to its importance for health and quality of life. Results: Physical activity habits are well-established in future Secondary Education Physical Education teachers but not in future Infant and Primary Education teachers. In addition, there are greater physical activity habits in men, in students who previously participated in sport at school and at younger ages. The most common difficulties for creating physical activity habits are lack of time, sport facilities and companionship for carrying out the activity. Discussion: In this section our results, which broadly coincide with the results of other studies regarding the same subject, are contrasted with the results of those other studies.
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La educacin virtual ha instalado una manera diferente de comprender la enseanza y el aprendizaje. Asimismo, ha venido a modificar los roles de profesores y estudiantes y las formas de acceder al conocimiento. En este contexto, el estudio tiene como objetivo analizar las expectativas de estudiantes universitarios en torno a sus propias capacidades y competencias para participar en cursos abiertos y en lnea. Nos aproximamos a estas cuestiones a travs de un diseo descriptivo y correlacional con la participacin de 115 estudiantes chilenos y 75 espaoles. Los anlisis psicomtricos evidencian una buena consistencia del instrumento confirmando las dimensiones tericas del instrumento, adems de la correlacin entre algunos factores y las variables demogrficas de los grupos estudiados.
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Small paper notebook containing handwritten facts and figures documenting the benefits received by the town of Cambridge from the College. The notebook contains much of the same information in the Committee notebook (HUM 79 Box 1, Folder 55). Most entries list financial benefits such as the College's payments to local tradesman, the schoolmaster, and the first parish minister, as well as income received by local merchants and boarding houses from College students and officers. The cover is inscribed "Committee."
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Small paper notebook containing handwritten facts and figures documenting the benefits received by the town of Cambridge from the College. The notebook contains much of the same information in the Committee notebook (HUM 79 Box 1, Folder 52). Most entries list financial benefits such as the College's payments to local tradesman, the schoolmaster, and the first parish minister, as well as income received by local merchants and boarding houses from College students and officers. The cover is inscribed "P."
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The small volume holds the notebook of Tristram Gilman interleaved on unlined pages in a printed engagement calendar. The original leather cover accompanies the notebook, but is no longer attached. The inside covers of the original leather binding are filled with scribbled words and notes. The volume holds a variety of handwritten notes including account information, transcriptions of biblical passages and related observations, travel information, community news, weather, and astronomy. The volumes does not follow a chronological order, and instead seems to have been repurposed at various times.
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This diary appears to have been kept by two different students, both members of the Harvard College class of 1785. The first two pages contain entries made by a student named David, believed to be David Gurney because the entries relate to the freshman curriculum and Gurney was the only student named David who was a freshman in 1781. Gurney originally titled the volume "A Journal or Diary of my concerns in College of important matters." He made entries from August 28 through October 21, 1781, recording his lessons on Virgil, Tully, Homer, the Greek Testament, Hebrew grammar, English author John Ash's "Grammar," and a text called "The Art of Speaking." At the top of one of the pages recounting these studies, Gurney wrote in large, bold letters: "About how I misspent my precious time." Charles Coffin's entries begin on October 25, 1781 and fill the bulk of the journal. Coffin kept this diary while a student at Harvard College from 1781 to 1785. Although most of Coffin's entries are written in Latin, an account of his July 1781 examination for admission to the College is in English.
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The diary and commonplace book of Perez Fobes is written on unlined pages in a notebook with a sewn binding at the top of the pages; only the edge of the original leather softcover remain. The volume holds handwritten entries added irregularly from August 23, 1759 until December 1760 while Fobes was a student at Harvard College. The topics range from the irreverent, to the mundane, to the theological and scientific. The notebook serves to chronicle both his daily activities, such as books he read, lectures he attended, and travel, as well as a place to note humorous sayings, transcribe book passages, or ponder religious ideas such as original sin. In the volume, Fobes devotes considerable space to the subject of astronomy, and drew a picture of the "The Solar System Serundum Coper[nici] with the Or[bit] of 5 Remarkable Comets." At the back of the book, on unattached pages is a short personal dictionary for the letters A-K kept by Fobes.
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Nathaniel Freeman made entries in this commonplace book between 1786 and 1787, while he was an undergraduate at Harvard College. The book includes the notes Freeman took during three of Hollis Professor Samuel Williams' "Course of Experimental Lectures," and cover Williams' lectures on "The Nature & Properties of Matter," "Attraction & Repulsion," and "The Nature, Kind, & Affections [?] of Motion." These notes also include one diagram. The book also includes forensic compositions on the subjects of capital punishment, the probability of "the immortality of the soul," and "whether there be any disinterested benevolence." It also includes a poem Freeman composed for his uncle, Edmund Freeman; an anecdote about Philojocus and Gripus; an essay called "Character"; a draft of a letter to the Harvard Corporation requesting that, in light of the public debt, the Commencement ceremonies be held privately to lower expenses and exhibit the merits of economy; and an "epistle" to his father, requesting money. This epistle begins: "Most honored sire, / Thy son, poor Nat, in humble strains, / Impell'd by want, thy generous bounty claims."
