952 resultados para Graduated licensing.
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El presente trabajo recoge los resultados de una investigación sobre la «vivienda productiva», es decir, de la casa como lugar de trabajo. Dicha investigación se ha ocupado de explorar cómo influyen las cotidianeidades doméstico-laborales actuales —junto con sus arquitecturas y los urbanismos que estas generan— en la sociedad, en especial en temas sociales centrales como la construcción de las subjetividades, y de una vida en comunidad. Asimismo, explora cómo podrían influir en un futuro. La hipótesis sobre la que se trabaja, y que finalmente se intenta demostrar, consiste en que, en la territorialidad múltiple de lo laboral, la vivienda, como plataforma doméstica multiusos, productiva y reproductiva de la que muchas personas disponen, desempeña un papel nodal, y es posible que en el futuro su papel sea aún más importante y más visible. La vivienda productiva funciona como una infraestructura urbana desde la cual se construyen diferentes tipos de bienes materiales e inmateriales, pero sobre todo formas de relación, sociales y productivas con otros, además de imaginarios y afectos. La vivienda como infraestructura productiva y reproductiva es tanto «fábrica fundamental de lo social», como nos enseña Silvia Federici, como «fábrica de lo urbano». El trabajo en casa, como parte de diferentes dinámicas «dispersas» del trabajo que se dan en la actualidad, presenta tanto problemáticas y desafíos importantes, como capitales y posibilidades sociales. Por un lado, puede facilitar una absorción de tipo «24/7» vinculada a las lógicas de producción dispersa y consumo dominantes además de la que se da por las dinámicas patriarcales tradicionales, y en múltiples casos situaciones de evidente asimetría y de explotación laboral. También puede propiciar situaciones socialmente extendidas o impuestas de soledad y aislamiento. Sin embargo, está asimismo vinculado al surgimiento de espacios de experimentación tanto en soledad como en compañía, de cooperación y de intercambio, además de a la evidente posibilidad de construir rutinas propias y, por tanto, una subjetividad laboral propia. Por otro lado, frente a la idea general y homogénea del trabajador casero como un sujeto mayoritariamente aislado de su entorno, las jornadas de trabajo de los trabajadores caseros estudiados presentan una gran diversidad. Estas pueden conllevar aislamiento y exclusión, así como acompañar diferentes formas de construcción de una ciudadanía activa, tanto en solitario, como mediante formas de participación activa en la construcción de una vida en comunidad. En esta investigación se analizan, pues, desafíos y oportunidades de estas espacialidades del trabajo y, a través de este análisis, se indaga en el papel de los marcos físicos, organizativos y simbólicos actuales para la vivienda y para la ciudad pensada desde los trabajadores caseros. Al mismo tiempo se exploran nuevos tipos de vivienda y urbanismos que puedan quizás acompañar procesos sociales de inclusión, así como de emancipación, cooperación e intercambio y, en general, nuevas formas de vecindad y bienestar compartido en los ámbitos doméstico-productivos. Metodológicamente, las singularidades presentes en las realidades estudiadas invitan además a explorar protocolos de análisis, métodos de diseño, de gestión y gobierno que, desde lo micro, puedan dialogar con lo cotidiano y sus singularidades. Diego Barajas, autor de la tesis, es arquitecto dedicado a la práctica, a la investigación y la docencia. Su trabajo se focaliza en explorar el carácter mediador de la arquitectura frente a lo cotidiano y sus microrrealidades. Es profesor de proyectos de urbanismo en la IE School of Architecture y es miembro de Husos, una plataforma de investigación y diseño orientada a la innovación en arquitectura y urbanismo, con sede en Madrid. Es el autor del libro Dispersion, A Study of Global Mobility and the Dynamics of a Fictional Urbanism (Episode Publishers, Róterdam, 2003). Sus trabajos teóricos y de investigación han aparecido en libros y revistas internacionales tales como The Domestic and The Foreign in Architecture (010 Publishers, 2008), Public Spheres, a Europan Discussion (Europan9, 2007), Photoespaña 05 (La Fábrica, Madrid, 2005), Domus, Volume, Abitare, Architese, Plot, y Summa+. Su trabajo se ha expuesto en la Bienal de Venecia (selección principal), la Bienal de Róterdam, la Fundación Tapies, Photoespaña, entre otros y es parte de la colección permanente del FRAC Centre en Orleans y del Historisch Museum de Róterdam entre otros. Antes de estudiar en Róterdam, se gradúa con Honores en la Universidad de los Andes en 1999 y su tesis de grado de arquitectura recibe la máxima distinción como proyecto de Grado Meritorio. ABSTRACT The present study records an investigation into the «productive house», or the home as a workplace. This investigation looks at how working from home, its architectures, and the urban dynamics generated around it influence daily life and the construction of society. It also explores what influences home-based work might have in the future, particularly in central themes such as the biopolitical construction of subjectivities and community life. The central hypothesis revolves around the idea that the home, as a multi-use infrastructure that most of us have access to, plays a fundamental role in the contemporary work sphere, due to —or even in spite of— the omnipresence of work in practically every moment and area of our daily lives, and might play a main role in the future. The home functions as a kind of hub from which we create different kinds of material and immaterial goods, but above all relationships with others, both social and productive, as well as imaginaries and affections. The home, as a machine for production and reproduction, is as much a main «factory of the social» as Silvia Federici describes it, as a «factory of the urban». Working from home, as one of several «dispersed» work dynamics that are part of the contemporary world of work, presents as many important problematics and challenges as it does possibilities and social capital. On the one hand, it can contribute to kind of «24/7» absorption linked both to the logistics of the current dispersed production and consumption, and to that of traditional patriarchal dynamics, and in some cases even clearly asymmetrical situations that exploit the workforce. It can also lead to the socially widespread phenomena of isolation and loneliness, at times imposed upon home-based workers. However, by the same token, it is also linked to the growth of experimental spaces of cooperation and exchange, both solitary and in company, as well as the clear possibility of constructing individualised routines and, therefore, a personal laboural subjectivity. On the other hand, contrary to the generalised, homogenous idea of a home-based worker who is mostly isolated from his or her environment, the working days of those we studied went hand in hand with different ways of building subjectivities. This could be as much in exclusion and isolation as through building an active citizenship, at times in solitary and at times actively participating in the construction of communal life. In this investigation, therefore, the challenges and opportunities of the home as workplace have been analysed, and through this analysis we have inquired into the role of current physical, organisational and symbolic frameworks for the home and for the city from the perspective of home workers. At the same time we have explored new types of homes and of town planning that could perhaps accompany social processes of diversity and inclusion as well as emancipation, cooperation and exchange and, in general, new forms of shared welfare in productive domestic environments. Methodologically, the singularities present in the cases studied also invite us to explore protocols of analysis, methods of design, management and government that, from the micro level, could dialogue with the peculiarities of day-to-day life. The author of this thesis, Diego Barajas, is an architect dedicated to practice, investigation and teaching. His work is focussed on exploring the mediating nature of architecture and the built environment in terms of daily life and its microrealities. He is professor of urban projects at the IE School of Architecture and member of Husos, a platform for investigation and town planning based in Madrid. He is the author of the book Dispersion, A Study of Global Mobility and the Dynamics of a Fictional Urbanism (Episode Publishers, Rotterdam, 2003) and his theoretical works and investigations have appeared in books such as The Domestic and The Foreign in Architecture (010 Publishers, 2008), Public Spheres, a Europan Discussion (Europan9, 2007), Photoespaña 05 (La Fábrica, Madrid, 2005), and in international magazines such as Domus, Volume, Abitare, Architese, Plot and Summa+. His work has been exhibited in places such as the Venice Biennial (main selection), the Rotterdam Biennial, the Tapies Foundation and Photoespaña, among others, and forms part of the permanent collection of the FRAC Centre in Orleans and the Historisch Museum of Rotterdam. Before studying in Rotterdam, he graduated with Honours from the University of the Andes in 1999, and his architecture degree thesis received the maximum distinction of Meritorious Graduation Project.
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Elaine M. Aber was the first white student to graduate from Lincoln University. She later joined Alpha Kappa Alpha, becoming one of the first whites in Jefferson City to join a predominately African American sorority. She graduated with a Master’s degree in Education from Lincoln University and later a Master’s degree in Guidance and Counseling from the University of Missouri-Columbia. Aber worked as a counselor for the Missouri State of Employment Services until she retired in 1985. One of her greatest professional accomplishments was being published in the Journal of Educational Sociology February 1959 for her article, “A Reverse Pattern of Integration”. She achieved much success due to her ability to work in a diverse environment.
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Ida Simon graduated from Lincoln University in 1971. She earned the Master’s of Education Degree from Theological Seminary in New York City. Ida Simon became the Vice President of Institutional Advancement and the Executive Director of the Lincoln University Foundation. She was known for her fundraising activities at Lincoln University.
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When Juanita Kidd was growing up in Wewoka, Oklahoma, she never saw a female lawyer, never mind a black female lawyer. At 16, Stout graduated from high school, but had to leave Oklahoma to find an accredited college, and later a law school that would accept her. Stout made an appearance at Lincoln University from 1935-1937, when she reigned as Queen of the Quill in 1936, but completed her Bachelor’s of Arts degree in Music from the University of Iowa. In 1948, Stout graduated from Indiana University’s School of Law. Juanita Stout paved the way for many aspiring female lawyers. In 1959, Stout was the first black female to be elected to a court of record in the United States. She also became the first black woman in history to serve on a state (Pennsylvania) Supreme Court.
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1st & 6th President In Office: 1880-1898, 1922-1923 Inman E. Page was the first individual named "president" at Lincoln University of Missouri. He was born a slave, bought his and his family's freedom, graduated from Brown University in Washington and was nominated there as Class Orator. During his tenure he brought in many new instructors, built several campus buildings, was president of the Negro Teacher's Association, worked with the state government for meaningful funding of the institute and was popular with the press because he was well spoken. In 1889, the Board tried to oust him, to put in a new person, but the move was so highly controversial that the candidate withdrew from the process. While Inman was president, in 1891, Lincoln University became a Land-Grant Institution under the Morrill Land-Grant Fund and the first Memorial Hall was built. He also began instituting college-level courses, which faced some serious opposition, but inevitably led to Lincoln Institute becoming Lincoln University. Reference Marshall, A. P. (1966). Soldiers' Dream: A Centennial History of Lincoln University of Missouri. Lincoln University: Jefferson City, MO.
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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, Alabama’s 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 University’s Journalism 383 class spent part of their 2015 spring semester researching the historical event. Here are their stories: Peter Kellogg “We’ve 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. “That’s why the bus happened,” Kellogg said. “Because of what he (Newton) did - that’s 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 didn’t 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, Kellogg’s outlook on life took a dramatic turn. Kellogg noted King’s 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 King’s 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 couldn’t 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 we’ve certainly come a long way from what I’ve 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 Lincoln’s 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 can’t 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 didn’t 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 didn’t 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 didn’t 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 I’m one of those drops that’s 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 can’t 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 don’t always have to wait for someone else to step out there and say ‘let’s 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 “ain’t gonna let nobody turn me around” and “we shall overcome.” “ I started seeing people just like me,” Newsom said. “I don’t 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 don’t remember what Martin Luther King said but it was always the same message: keep the faith; we’re going to get where we’re 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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Lloyd Gaines also helped to support his family by selling magazine subscriptions. He graduated in 1931 after only three years and served as the Valedictorian of his class. As a senior, Gaines finished first in a local essay contest, winning a prize of $250 (equivalent to $3000 in modern currency) that he used to enroll as a student at Stowe Teachers College in St. Louis for the 1931-32 school year
