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Pereyra, Omar. "Sampson, Robert (2012). Great American City: Chicago and the Enduring Neighborhood Effect. Chicago y Londres: The University of Chicago Press." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/114920.
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Schneider, Anna Dorothea. "Literaturkritik und Bildungspolitik : R.S. Crane, die Chicago (Neo-Aristotelian) critics und die University of Chicago /." Heidelberg : C. Winter, 1994. http://catalogue.bnf.fr/ark:/12148/cb35683319q.
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Iguíñiz, Echeverria Javier María. "Schabas, Margaret (2007). The natural origins of economics. Chicago y Londres: The University of Chicago Press. 244 pp." Economía, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/117045.
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Gage, Stephen. "Gray City of the Midway : the University of Chicago and the search for American urban culture, 1890-1932." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267826.
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This research examines the American industrial city in the early twentieth century and the role of cultural institutions in the shift to an urban-oriented society. In-depth analysis of the University of Chicago’s architecture and planning traces how urban form emerged gradually as an assimilation of different traditions. It challenges a planning literature reliant on narrowly-prescribed categories and qualifies recent cultural histories that give a more nuanced portrayal of Progressive Era urban culture but which fail to consider the built environment directly. The research’s critical questions reconsider the role of nature within the city, the definition of the urban public, and the intertwining of commerce and civic culture. Its methodology uses original analytic drawings which trace how the University expanded over time, united with consideration of previously-unexplored written and visual archives. This combination of analytic mapping and archival investigation on one institution reveals new insights into how the industrial city was shaped as a whole. The findings identify paradoxes in the University’s planning, which promoted the dynamism of the modern city while evoking the image of bucolic Oxbridge. These contradictory impulses were enhanced by the University’s location on the Midway Plaisance, a public boulevard typifying the urban/rural hybridity of Chicago’s park system. The result was an urbanised nature, or the charged proximity of urban density and pastoral green space. Disputing the perceived eclipse of the nineteenth-century Parks movement, the term ‘urbanised nature’ suggests how earlier concern for naturalistic landscape was fused with the ideals of twentieth-century Progressivism. The research also contests previous emphasis on the exclusionary cultural practices of this period, as the heterogeneous development of the University’s Collegiate Gothic campus reveals a struggle to balance commercial interests, pastoral imagery, and monumental urban display. More broadly, this research sheds new light on the contradictions that shaped the American city in the early twentieth century—an urban culture driven by the contentious relationship between industrial capitalism and civic institutions, a public realm animated by mass appeal and elite tradition, and a spatial order drawn from urban and rural models.
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To, Kham Hong, Hilla Hascalovici, Spencer Bateman, Edward Recchion, Charles Recchion, Kham Hong To, Hilla Hascalovici, Spencer Bateman, Edward Recchion, and Charles Recchion. "2017 Chicago Quantitative Alliance Investment Challenge: University of Arizona CQA Investment Strategy." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625228.
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The CQA challenge is a 6 month competition that starts in October and ends in March. In this
competition, student teams from 54 universities across the world are competing to build a
long-short, market neutral equity portfolio that would generate the most risk-adjusted return in
the given time horizon while operating under a few specific portfolio constraints. Each team is
ranked against each other based on risk-adjusted return and sharpe ratio.
Our team consisted of 5 senior finance students at the University of Arizona. Together, we
developed our own unique market outlook and portfolio strategy in order to successfully invest
$1,000,000 in (hypothetical) capital. We used industry tilts towards financials, energy, and
consumer discretionary sectors and factor tilts towards momentum and value stocks as our main
drivers of return while minimizing market exposure by keeping our beta between -0.25 and
+0.25. The University of Arizona finished the competition in first place in overall portfolio
ranking with a return of 12.23% and in fifth place for sharpe ratio at 1.43.
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Talcott, William A. "Public practice : cultivating citizenship at U.C. Berkeley and University of Chicago, 1890-1945 /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p3025943.
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Bateman, Spencer Michael, and Spencer Michael Bateman. "2017 Chicago Quantitative Alliance Investment Challenge: University of Arizona CQA Team – Investment Strategy." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624913.
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In order to complete my honors thesis in finance, I joined a team of five finance students in participating in the 2017 Chicago Quantitative Alliance Investment Challenge. The challenge required teams to create $2,000,000 market-neutral investment portfolios utilizing both long and short equity positions. From November 8th until March 31st, our team actively managed our equity portfolio by selecting stocks from a 1,000 stock investment universe, while 53 other teams from universities around the world competed against our portfolio using measures of absolute return, risk-adjusted return, and a team video explaining our performance and investment strategy. By utilizing a strategy contingent on both industry bets and style exposures to value and momentum, the University of Arizona team has achieved an absolute return of 12.23% and a Sharpe Ratio of 1.43.
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Anderson, Daniel Paul. "Plato's Complaint: Nathan Zuckerman, The University of Chicago, and Philip Roth's Neo-Aristotelian Poetics." online version, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=case1196434510.
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Streck, Michael P. "Roth, Martha T. et al.: The Assyrian Dictionary of the Oriental Institute of the University of Chicago, Volume 20 U and W. Chicago 2010 (Rezension)." De Gruyter, 2014. https://ul.qucosa.de/id/qucosa%3A21365.
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Review too The Assyrian Dictionary of the University of Chicago, Vol. 20: U/W. Martha T. Roth (editor-in-charge), with the assistance of Timothy J. Collins, Hermann Hunger, Remigius Jas, Jennie Myers, Erica Reiner†, and Joan Goodnick Westenholz; Manuscript Editor: Linda McLarnan. Chicago: The Oriental Institute, 2010. xxxii, 411 pp. Preis: $ 105,00.
ISBN 1-885923-43-0.
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Cohen, Matthew C. "Analyzing the interrelatedness within an urban environmental sustainability plan a study of environmental planning in Chicago, Illinois /." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1179279714.
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Thesis (Master of Community Planning)--University of Cincinnati, 2007.Title from electronic thesis title page (viewed Jul.17, 2007). Includes abstract. Keywords: Environmental; Sustainability; Interrelated; Holistic; Urban; Chicago; Illinois Includes bibliographical references.
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Ellwanger, C. William. "A curriculum for a Bible training school for urban ministry an extension of Olivet Nazarene University in Chicago /." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Espinoza, Antonio. "Forment, Carlos A. Democracy in Latin America. 1760-1900. Volume I, Civic Selfhood and Public Life in Mexico and Peru. Chicago and London: The University of Chicago Press, 2003, 454 pp." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/121661.
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Tate, Dorcy Wesley. "Organizing a healthy student fellowship for African-American students." Theological Research Exchange Network (TREN) Access this title online Theological Research Exchange Network (TREN), 2001. http://www.tren.com.
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Hauser, Laura A. "Precalculus Students' Achievement When Learning Functions: Influences of Opportunity to Learn and Technology from a University of Chicago School Mathematics Project Study." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5497.
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The concept of function is one of the essential topics in the teaching and learning of secondary mathematics because of the central and unifying role it plays within secondary and college level mathematics. Organizations, such as the National Council of Teachers of Mathematics, suggest students should be able to make connections across multiple representations of mathematical functions by the time they complete high school. Despite the prominent role functions play in secondary mathematics curriculum, students continue to struggle with the complex notion of functions and especially have difficulty using the different representations that are inherent to functions (algebraic, graphical and tabular).
Technology is often considered an effective tool in raising student achievement, especially in learning functions where the different representations of a graphing calculator are analogous to the different representations of a function. Opportunity to learn is another important consideration when examining achievement and is generally considered one of, if not the most important, factor in student achievement. Opportunity to learn, or the measure of to what extent students have had an opportunity to learn or review a concept, is often measured with self-reports of content coverage.
This study examined the relationship between opportunity to learn, students'; use of graphing calculators, and achievement within a curriculum that supports integrated use of technology and focuses on conceptual understanding of mathematical concepts. The research questions focused on what opportunities students had to learn functions from the enacted curriculum, what calculator strategies students used when solving function problems, how both opportunity to learn and calculator strategies influenced student achievement, and what relationships exist between opportunity to learn, use of calculator strategies, and student achievement.
This study is an in-depth secondary analysis of a portion of data collected as part of the evaluation study of Precalculus and Discrete Mathematics (Third Edition, Field-Trial Version) developed by the University of Chicago School Mathematics Project. Participants in this study (n = 271) came from six schools, seven teachers, and 14 classes. Instruments in this study include two pretests (one with technology and one without) and three posttests (two with technology and one without) and a calculator usage survey for one posttest. In addition to five student assessments, teachers completed opportunity-to-learn surveys for the posttests and chapter evaluations forms on which they indicated the lessons taught and the homework problems assigned from the textbook. Some students (n = 151) had access to graphing calculators equipped with computer algebra systems (CAS) while others (n = 120) had access to graphing calculators.
Students had multiple opportunities to learn functions as measured by lessons taught, homework assigned, and posttest items teachers reported as having taught or reviewed the content necessary for students to correctly answer the items. Overall, students showed a positive increase in achievement between the pretests and posttests. In general, achievement was positively correlated to OTL Lessons, negatively correlated to OTL Homework, and had no correlation to OTL Posttests when controlling for prior knowledge. Results indicate students appear to be, for the most part, making wise choices about when and how to use graphing calculators to solve function items. Students prefer the graphical representation and are rarely using CAS features or tables, even when they are the best choices for solving a problem.
Results from hierarchical linear models (HLM) show use of strategies (beta = 0.96), access to CAS (beta = 5.12), and OTL lessons (beta = 0.75) all had significant and positive impacts on student achievement for one of the posttests, when controlling for prior knowledge. Results from path analyses also indicated use of strategies had a direct and positive effect (beta =0 .14) on student achievement but showed access to CAS had a negative indirect effect (beta = -0.64) on student achievement for the same posttest mitigated through OTL Lessons (beta = 0.30).
The results of this study have implications for both researchers and mathematics educators who seek to understand ways in which teachers can increase students'; understanding of functions and student achievement. The relationship between the use of technology and student achievement in relation to opportunity to learn is complex, but use of calculator strategies appears to have a positive effect on students' opportunity to learn functions and student achievement when used in a curriculum that focuses on conceptual understanding and integrates technology.
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Yu, Yiting. "The Influence of Types of Homework on Opportunity to Learn and Students' Mathematics Achievement: Examples from the University of Chicago School Mathematics Project." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5808.
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ABSTRACT
Public views on assigning students mathematics homework have been controversial. Although homework is designed for students to complete during non-school hours (Cooper, 1989), many see homework as excessive pressure on students. Most research placed their focus on the influence of the time spent on homework or the amount of homework on student achievement. Few studies have addressed the impact of types of mathematics homework. The purpose of this study is to examine the role of homework types in influencing opportunity to learn (OTL) on student achievement.
This quantitative study used subsets of a large existing dataset collected by University of Chicago School Mathematics Project (UCSMP) in Pre-Transition Mathematics, Transition Mathematics, and Algebra. The findings showed that OTL measured by lesson coverage and by teachers’ reported posttest OTL have significant impact. Each type of homework as a mediator might have significant, positive or negative mediating effects or no mediating effects at all. The findings from having OTL measured by lesson coverage as the independent variable were more consistent with each mathematics course. The differences of the mediating effects of types of homework on the impact of OTL measured by lesson coverage on student mathematics achievement and on the impact of teachers’ reported posttest OTL on students’ mathematics achievement may be explained through the nature of the types of homework as well as through limitations of the study. Recommendations for future research and implications of the study were presented in the discussion part of the study.
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Orozco-Espinel, Maria Camila. "L’économie, une discipline en quête d’autorité scientifique. États-Unis, 1932-1957." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH087.
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Cette thèse étudie la manière dont les économistes ont cherché à asseoir l’autorité scientifique de leur discipline pendant la période autour de la Seconde Guerre mondiale aux États-Unis. La recherche montre comment la quête pour l’autorité de la science des économistes a façonné un nouveau corpus de notions et de concepts, d’instruments de contrôle et de procédures de calcul qui sont l’expression de l’économie même et qui, simultanément, a apporté à la discipline des bénéfices matériels et symboliques dans le monde universitaire et dans la sphère extra-académique. En s’établissant comme une forme de savoir à la fois abstrait, technique et empirique, l’économie s’est consolidée comme une discipline capable de produire des connaissances universelles, d’articuler le monde académique et la sphère pratique et a affirmé ses qualifications en tant que domaine appliqué impliqué dans la prise de décision politique. L’analyse se focalise sur trois des institutions au sommet de la discipline dans le monde universitaire étasunien : la Commission Cowles, le Département d’Économie du Massachusetts Institute of Technology et le Département d’Économie de l’Université de Chicago. En étudiant la standardisation du diplôme de doctorat en économie, cette enquête met de même en lumière la cristallisation d’un consensus comme étant à son tour liée à l’obtention du statut particulier de science. Inscrite dans une démarche d’histoire sociale des sciences, cette thèse est une contribution à l’étude des standards qui continuent aujourd’hui d’influencer la recherche, l’enseignement et l’activité professionnelle des économistesThis research studies how economists in the United States established the scientific authority of their discipline during the period around World War II. Concretely, our analysis shows how the economists’ quest for the authority of science shaped a new body of ideas and concepts, control instruments and computational procedures which defined the very essence of economics. Simultaneously these developments brought material and symbolic benefits to the discipline, inside and outside academia. By establishing itself as a type of knowledge which is at once abstract, technical and empirical, Economics consolidated as a discipline capable of producing universal knowledge, articulating the academic world and the practical sphere and establishing its qualifications as an applied domain for policy-making. Our analysis focuses on three top institutions in the US academic world: the Cowles Commission, the Economics Department of the Massachusetts Institute of Technology, and the Department of Economics at the University of Chicago. By studying the standardization of the PhD program in Economics, this research also studies the process of reaching a consensus within the discipline as link to the quest for the special status of “science”. Rooted in the social history of science, this study contributes to the analysis of standards which influence today’s research, teaching and professional activity of economists
Esta tesis estudia cómo los economistas estadounidenses buscaron establecer la autoridad científica de su disciplina desde el principio de la década de 1930 hasta el periodo post Segunda Guerra Mundial. Concretamente, la investigación muestra cómo la búsqueda por la autoridad de la ciencia de los economistas dio forma a un nuevo cuerpo de nociones y conceptos, instrumentos de control y procedimientos de cálculo que se convirtieron en la expresión misma de la economía contemporánea. Y que, simultáneamente, también trajeron beneficios materiales y simbólicos a la disciplina, tanto dentro como fuera de la academia. Al establecerse como una forma de conocimiento a la vez abstracta, técnica y empírica, la economía logró consolidarse como una disciplina capaz de producir conocimiento universal, articulando el mundo académico y la esfera práctica y afirmar al mismo tiempo sus calificaciones como un dominio aplicado involucrado en la toma de decisiones políticas. El análisis se centra en tres de las principales instituciones del mundo académico de los Estados Unidos: la Comisión Cowles, el Departamento de Economía del Instituto de Tecnología de Massachusetts y el Departamento de Economía de la Universidad de Chicago. Al estudiar la estandarización del programa de doctorado en economía, esta investigación analiza la cristalización de un consenso en la disciplina como vinculado a la obtención del estatus especial de “ciencia”. Anclada en la historia social de la ciencia, esta tesis ofrece una contribución al estudio de los estándares que hoy continúan influenciando la investigación, la enseñanza y la actividad profesional de los economistas
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Finn, Alexandra [Verfasser], and Christian [Gutachter] Hendrich. "Einfluß der Patientenaktivität auf das Abriebverhalten von konventionellem Polyethylen mit 28 mm Aluminiumoxidkeramikköpfen bei Harris-Galante-Pfannen über 12 Jahre / Alexandra Finn. Orthopaedic Biomedical Imaging Institute at the University of Chicago. Gutachter: Christian Hendrich." Würzburg : Universität Würzburg, 2013. http://d-nb.info/1102822604/34.
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Fay, Robert H. "Application of the Fusion Model for Cognitive Diagnostic Assessment with Non-diagnostic Algebra-Geometry Readiness Test Data." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7285.
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This study retrofitted a Diagnostic Classification Model (DCM) known as the Fusion model onto non-diagnostic test data from of the University of Chicago School Mathematics Project (UCSMP) Algebra and Geometry Readiness test post-test used with Transition Mathematics (Third Edition, Field-Trial Version). The test contained 24 multiple-choice middle school math items, and was originally given to 95 advanced 6th grade and 293 7th grade students. The use of these test answers for this study was an attempt to show that by using cognitive diagnostic analysis techniques on test items not constructed for that purpose, highly predictable multidimensional cognitive attribute profiles for each test taker could be obtained. These profiles delineated whether a given test taker was a master or non-master for each attribute measured by the test, thus allowing detailed diagnostic feedback to be disseminated to both the test takers and their teachers.
The full version of the non-compensatory Fusion model, specifically, along with the Arpeggio software package, was used to estimate test taker profiles on each of the four cognitive attributes found to be intrinsic to the items on this test, because it handled both slips and guesses by test takers and accounted for residual skills not defined by the four attributes and twenty-four items in the Q-matrix. The attributes, one or more of which was needed to correctly answer an item, were defined as: Skills— those procedures that students should master with fluency; e.g., multiplying positive and negative numbers; Properties—which deal with the principles underlying the mathematics concepts being studied, such as being able to recognize and use the Repeated-Addition Property of Multiplication; Uses—which deal with applications of mathematics in real situations ranging from routine "word problems" to the development and use of mathematical models, like finding unknowns in real situations involving multiplication; and, Representations—which deal with pictures, graphs, or objects that illustrate concepts.
Ultimately, a Q-matrix was developed from the rating of four content experts, with the attributes needed to answer each item clearly delineated. A validation of this Q-matrix was obtained from the Fusion model Arpeggio application to the data as test taker profiles showed which attributes were mastered by each test taker and which weren’t. Masters of the attributes needed to be acquired to successfully answer a test item had a proportion-correct difference from non-masters of .44, on average. Regression analysis produced an R-squared of .89 for the prediction of total scores on the test items by the attribute mastery probabilities obtained from the Fusion model with the final Q-matrix. Limitations of the study are discussed, along with reasons for the significance of the study.
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Kushins, Jodi E. "Brave new basics case portraits of innovation in undergraduate studio art foundations curriculum /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1190075439.
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Solis, Sandra Ellen. ""To preserve our heritage and our identity": the creation of the Chicano Indian American Student Union at The University of Iowa in 1971." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1180.
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The 1960s and 1970s represent a pivotal period in US history and there is a growing body of critical research into how the massive changes of the era (re)shaped institutions and individuals. This dissertation furthers that research by focusing its attention on the creation of the Chicano Indian American Student Union (CIASU) at The University of Iowa in 1971 from an Interdisciplinary perspective. CIASU as the subject of study offers a site that is rich in context and content; this dissertation examines the ways in which a small group of minority students was able to create an ethnically defined cultural center in the Midwest where none had existed prior and does this by looking at the intersection of ethnic identity and student activism. Covering the years 1968-1972, this work provides a "before" and "after" snapshot of life for Chicano/a and American Indian students at Iowa and does so utilizing only historical documents as a way of better understanding how much more research needs to be done.
I explore the way in which various social movements such as the Anti-War Movement, the Chicano Movement, the American Indian Movement, the Women's Movement and the cause of the United Farm Workers influenced founding members Nancy V. "Rusty" Barceló, Ruth Pushetonequa and Antonio Zavala within their Midwestern situatedness as ethnic beings. My dissertation draws from and builds upon the work of Gloria Anzaldua in Borderlands/La Frontera by interrogating the ways in which CIASU and its "House" acted as a self-defined "borderlands" for the Chicano/a and American Indian students. I examine the ways in which the idea of "borderlands" is not limited to any one geographical area but is one defined by context and necessity. Also interrogated is how performativity of ethnic identity worked as both cultural comfort and challenge to the students themselves as well as to the larger University community through the use of dress and language, especially "Spanglish".
This dissertation examines the activism of CIASU within the University context and out in the Chicano/a and American Indian communities as liberatory practice and working to affect change. Specifically, presenting alternatives for minority communities through actions such as Pre-School classes and performances of El Teatro Zapata and Los Bailadores Zapatista and recruitment of Chicano/a and American Indian high school students. On campus, activism through publication is examined; El Laberinto as the in-house newsletter provides insight into the day-to-day concerns of the students and Nahuatzen, a literary magazine with a wider audience that focused on the larger political questions of the day, taking a broader view of the challenges of ethnic identity as a way to educate and inform. This dissertation views CIASU as a "bridge"; the students worked to create alliances between themselves and the larger University population as well as Chicano/a and American Indian communities. With the recent fortieth anniversary of CIASU it is evident the founding members' wish "to preserve our heritage and our identity" (Daily Iowan, November, 1970) continues and the organization they founded, now known as the Latino Native American Cultural Center, still serves the needs of Latino and American Indian students at Iowa.
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von, Destinon Mark Alan. "The integration, involvement, and persistence of Chicano students." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184898.
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This study identified factors contributing to Mexican-American student persistence in higher education. Tinto's model of student withdrawal was blended with Astin's theory of involvement in a theoretical framework that also gave special focus to hispanic and Mexican-American student concerns. The data consisted of unstructured interviews with a small sample of Mexican-American students at the University of Arizona. Content analysis was used to categorize the data and symbolic interaction theory was used for its interpretation. Findings about personal and institutional factors, were combined to understand persistence in the context of person/environment interaction. The personal factors influencing student persistence were "self," human support, financial adversity, commitment, acculturation, and gender differences; none of these factors stood alone, and each was present to some degree in each of the successful students. Commitment was the most important overriding theme in these personal factors. The institutional factors influencing persistence were academic preparation, use of student services, student/instructor interaction, and academic experiences. Symbolic interaction theory was the analytic framework used to interpret these factors of student persistence in the light of the meanings students attached to events in their college experiences. Empowering students to succeed is proposed as the organizing model for institutions to influence persistence.
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Gallegos, Juan Martín. "Reconstructing Identity/Revising Resistance: A History of Nuevomexicano/a Students at New Mexico Highlands University, 1910-1973." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/318838.
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This dissertation addresses the development of Nuevomexicano/a student identity at New Mexico Highlands University (NMHU) during three periods: (1) New Mexico's Territorial period and early statehood, (2) the 1940s, and (3) the late 1960s and early 1970s. Nuevomexicano/a student identity was shaped through a process of accommodating to and resisting institutional powers. Since 1898, Nuevomexicano/a students have been active members of the university community, despite periods when they constituted a small portion of the student body and the institution's frequent disregard for Nuevomexicano/a culture and language. As they participated in campus activities, Nuevomexicano/as reconstructed their individual and collective identities, appropriating terms such as Spanish or Chicano/a, as a rhetorical strategy to revise their relationships with the university. Extralocal institutions, including government institutions, national protest movements, and international organizations shaped public conversations about cultural identity. During the first two periods, students employed subtle strategies of resistance that included presenting speeches and reorganizing student government. Often labeled as accommodationist, these strategies represent viable rhetorical strategies that provided students access to dominant literacies, which were used to promote social change. In the 1970s, Chicano/a students utilized more aggressive practices, such as a weeklong sit-in, to radically alter the institutional culture at NMHU. In the forty years since the sit-in, NMHU has developed into a university that supports its Nuevomexicano/a students and incorporates elements of their culture into the university's social fabric.
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Mendes, Maíra Tavares. "Inclusão ou emancipação? um estudo do Cursinho Popular Chico Mendes/Rede Emancipa na Grande São Paulo." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/33673.
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O trabalho busca discutir a relação entre os cursinhos pré-vestibulares populares e a educação popular, a partir das categorias “inclusão” e “emancipação”. Procura-se analisar o histórico do acesso à universidade brasileira, e os mecanismos de segregação utilizados para tal. Como resposta às provas de vestibulares realizadas pelas universidades, surgem cursos preparatórios, primeiramente ligados ao movimento estudantil e depois constituídos como um mercado próprio. A partir da década de 1980 ressurgem experiências que visam trabalhar com a tomada de consciência e engajamento nas lutas das classes populares, através da apropriação de um conhecimento muitas vezes disponível apenas aos que por ele poderiam pagar: os cursinhos populares. Procuramos discutir as seguintes questões: os cursinhos populares representam projetos de “inclusão social” no sentido de manter as estruturas que geram excluídos? Ou há elementos que confirmem tais experiências como negação desta ordem, que construam novas relações, como, por exemplo, de emancipação? Para o alcance dos objetivos propostos efetuou-se um estudo de caso focalizando o Cursinho Popular Chico Mendes/Rede Emancipa na Grande São Paulo. Nesta análise evidenciamos algumas das principais contradições, como a relação dos professores com a prática docente (voluntariado ou militância?), a relação de institucionalização através de Fundações ou Organizações Sociais Civis de Interesse Público (OSCIPs), e como encaram seu papel frente ao Estado. A pesquisa efetuada permite concluir que muitos dos cursinhos populares não apenas capacitam estudantes que buscam conquistar uma vaga na universidade, mas também podem colocar em xeque a lógica meritocrática e o caráter de classe da universidade.This work aims to discuss the relation between preparatory courses for university admission and popular education, using the categories “inclusion” and “emancipation”. Here we analyze the history of university admission in Brazil, and the segregating means used for that admission. Preparatory courses then emerge as a response to the admission tests organized by universities. Those first courses were connected to university student movement, and then configurated as enterprises. In the 1980’s new experiences emerge, which aim to work with consciousness-raising and struggle engagement of popular classes, through apropriation of a private knowledge: the popular preparatory courses. We discuss the following questions: do popular preparatory courses represent “social inclusion” projects, mantaining structures that generate exclusion? Or are there elements that make those educational experiences confront social order, building new relations, as emancipation? To reach the objectives proposed, we designed a case study of Cursinho Popular Chico Mendes/Rede Emancipa in São Paulo metropolitan area. Among those social groups we can highlight some contradictions, as teachers´ practice (voluntary work or militancy?), the relation between institucionalization through Foundations or Non-Governmental Organizations, and how they face their role towards State. Our results made us conclude that many of the popular courses not only train students that look forward a seat in university, but can as well undermine university´s meritocracy and class character.
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Wiggins, Leticia Rose. "Planting the "Uprooted Ones:" La Raza in the Midwest, 1970 - 1979." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468604290.
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Martinez, Garcia Mariana I. "Chicanos in education : an examination of the 1968 east Los Angeles student walkouts!" Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/695.
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In 1968 the Los Angeles community witnessed the up rise of thousands of Chicano students when they walked out of their high school on an early morning in March. The purpose of this study was to further understand the 1968 student walkouts as presented by student participants. The study was carried out as a phenomenological study and used a Critical Race Theory (CRT) framework to interpret the students' interpretation of the Walkouts.
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Reischl, Jonathan. "The University of Chicago's storm before the war student politics and protest at Chicago 1930-1941 /." 2007. http://catalog.hathitrust.org/api/volumes/oclc/177175208.html.
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Thesis (M.A.)--University of Wisconsin--Madison, 2007Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 81-84).
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"Chicago neighborhoods and crime: A test of Agnew's macro-level strain theory." Tulane University, 2011.
Find full textAbstract:
In recent decades, there has been a resurgence of interest in ecological explanations of crime, especially as they relate to Shaw and McKay's (1942) research regarding community structure, crime and delinquency. Social disorganization, relative deprivation and subcultural deviance theories identify several variables measuring formal and informal social controls, inequalities, and learning opportunities that mediate the effects of the community structure and crime relationship. Robert Agnew (1999) poses a macro-level strain theory (MST), which suggests that strain is conditioned by social control and learning variables that influence systemic levels of negative affect and community crime rates. Preliminary tests of MST (Brezina, Piquero, and Mazerolle 2001; Hoffman and Ireland 2004; Pratt and Godsey 2003) provide partial support for the theory; yet, studies have been limited in abilities to operationalize variables and to model indirect effects. This dissertation tests MST using data collected from the Project on Human Development in Chicago Neighborhoods: Community Survey, 1994-1995; 1990 Census Data; and Homicide Incident Data from the Chicago Police Department for the years 1996-1999. Structural equation models measuring the mediating effects of strain on the relationship between community characteristics and homicide rates fit better than models of social disorganization and subcultural deviance. While variables measuring social control do condition the effects of strain on negative affect and crime, these models have poor fit. Thus, while the mediating effects of MST are supported, more research is needed on the moderating effects of social control and learning variablesacase@tulane.edu
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Shi, Fang. "The sodium laser guide star experiment for adaptive optics and the development of a high bandwidth tracking system for the University of Chicago adaptive optics system /." 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9951838.
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Chun, Mark Richard. "A wavefront reconstructor and control computer for the University of Chicago adaptive optics system and the corrected field-of-view of an adaptive optics system and two methods to increase it /." 1997. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9811841.
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Moriello, Beckie. ""I'm feeksin' to move ..." Chicano English in Siler City, North Carolina /." 2003. http://www.lib.ncsu.edu/theses/available/etd-04032003-063623/unrestricted/etd.pdf.
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Puente, Jaime Rafael. "Juárez-Lincoln University : alternative higher education in the Chicana/o Movement, 1969-1983." Thesis, 2013. http://hdl.handle.net/2152/23910.
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This thesis project centers on the use of pedagogy and education as forms of social protest during the Chicana/o Movement. Following Chicana/o Movement historiography, this project seeks to explore and explain the events behind the establishment and demise of Juárez-Lincoln University in Austin, Texas. Using this institution as the primary focus, the history of the Chicana/o Movement will be examined using the lens of liberation pedagogy to explore how and why an institution such as Juárez-Lincoln University is missing from the larger historical narrative. Placing Juárez- Lincoln University into the context of the Chicana/o Movement will then provide a space for examining the use of education and radical pedagogies as a form of social protest equal to the more visible and studied La Raza Unida Party. This study will serve an introduction to the complex history of education as activism during the Chicana/o Movement.text
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Portillo, Juan Ramon. ""Hips don't lie" : Mexican American female students' identity construction at The University of Texas at Austin." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-08-6189.
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While a university education is sold to students as something anyone can achieve, their particular social location influences who enters this space. Mexican American women, by virtue of their intersecting identities as racialized women in the US, have to adopt a particular identity if they are to succeed through the educational pipeline and into college. In this thesis, I explore the mechanics behind the construction of this identity at The University of Texas at Austin. To understand how this happens, I read the experiences of six Mexican American, female students through a Chicana feminist lens, particularly Anzaldúa’s mestiza consciousness. I discovered that if Mexicana/Chicana students are to “make it,” they have to adopt a “good student, nice Mexican woman” identity. In other words, to be considered good students, Mexican American women must also adopt a code of conduct that is acceptable to the white-centric and middle-class norms that dominate education, both at a K-12 level and at the university level. This behavior is uniquely tied to the social construction of Mexican American women as a threat to the United States because of their alleged hypersexuality and hyperfertility. Their ability to reproduce, biologically and culturally, means that young Mexican women must be able to show to white epistemic authorities that they have their sexuality and gender performance “under control.” However, even if they adopt this identity, their presence at the university is policed and regulated. As brown women, they are trespassers of a space that has historically been constructed as white and male. This results in students and faculty engaging in microaggressions that serve to Other the Mexican American women and erect new symbolic boundaries that maintain a racial and gender hierarchy in the university. While the students do not just accept these rules, adopting the identity of “good student, nice Mexican woman” limits how the students can defend themselves from microaggressions or challenge the racial and gender structure. Nevertheless, throughout this thesis I demonstrate that even within the constraints of the limited identity available to the students, they still resist dominant discourses and exercise agency to change their social situation.text
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Flores, Alma Itzé. "Decolonizing minds : the experiences of Latina Mexican American studies majors at a predominately white university." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3564.
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The recent attacks on ethnic studies programs both in Arizona with house bill 2281 and locally at the University of Central Texas serve as an urgent call to address how ethnic studies programs impact the educational trajectories of students. Additionally, research done on ethnic studies programs has largely focused on high school programs, overlooking programs in higher education. Therefore, this study addresses the following question: In what ways does being a Mexican American Studies major influence the experiences of Latinas at a predominately White institution (PWI)? Using Chicana feminist thought and Yosso’s (2005) community cultural wealth model as theoretical perspectives this study seeks to; 1) understand an educational approach (ethnic studies) that has shown success with students of color, 2) fill in the gap in the literature of ethnic studies programs in higher education, and 3) look at the gendered experience of Latinas at PWIs. Through a thematic analysis of six in depth interviews and a focus group conducted with six Latina undergraduates the author finds that Mexican American Studies represents a site or process of reclaiming and redefining. Four major themes are identified and discussed; reclaiming knowledge, the self, and space(s) and redefining la mujer. The findings suggest that there is a relationship between student retention and ethnic studies programs, adding epistemic and mestiza capital to Yosso’s community cultural wealth model, and using ethnic studies programs as models of how to best support students of color at PWIs. The author concludes with the suggestion that more research is needed on the experiences of other undergraduate students (White, African American, men, etc.) that are ethnic studies majors in order to further understand the impact, importance, and wealth of potential in these programs.text
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Rasca-Hidalgo, Leo. "The re-discovery of soul and reclamation of spirit anew : the influence of spirituality on the persistence of Mexican American Chicana (o) community college transfer students at a small liberal arts university." Thesis, 2001. http://hdl.handle.net/1957/32525.
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Low completion rates have created serious "leakage points" (Astin, 1988) and
"severe hemorrhaging" (Lango, 1996) in higher education to a large number of Hispanics.
Traditional research on college persistence, which has blamed the students' culture for low
performance, is inaccurate.
Little research has specifically investigated academic persistence from a cultural
perspective. Spirituality is a dynamic dimension among this cultural group. It is an
untapped richness that Hispanic students bring with them to higher education.
The study focused on six participants' understandings of spirituality from a
cultural perspective. The purpose of the study helped participants voice the influence of
their cultural spirituality and critically reflect the university's role regarding this cultural
dimension.
The research question was: What does spirituality, from a cultural aspect, mean in
the context of persistence by Mexican American Chicana (o) students who transfer from a
community college to a small liberal arts university?
Critical theory, emphasizing phenomenology and critical consciousness, was the
epistemological perspective. An indigenous methodology was used. Such a critical
perspective and indigenous methodology embraced the participants border knowledge.
Three data collection methods were used. A 43-Item Likert Survey, twenty-four
diaolgos (individual conversations), and three circulos de cultura (group discussions).
Data was interpreted with the following findings. The majority of the participants'
survey responses indicated that matters of the spirit are important and significant to them.
Through the di��logos the participants expressed interpretations and critiques by indigenous
modes of language that spirituality did influenced their persistence. In the circulos the
participants developed insights interconnecting spirituality and persistence. Spirituality
was expressed through various images: "a push," "passion," "a driving force and desire,"
"an inner force," "La Virgen," and a "quiet inner strength." Most importantly, their
persistence was influenced by a family-centered spirituality grounded in their cultural
heritage.
This qualitative study highlighted the six voices. Each case consisted of an
interpretation of the participant's phenomenological understanding and growth in critical
consciousness.
The co-investigators' enriched the analysis by their cultural intuition and bicultural
understanding. The following themes emerged from participants' visual and written
summaries:
1) Family.
2) Quien Soy Yo? (Who Am I?)
3) Quiet Inner Strength
4) Recognizing My Background.
5) Encouraging Me to Persist.
6) Critical Consciousness of the Interrelationships of One's Culture.
Study concluded with testimonies from the co-investigators. Researcher
proclaimed: it is important to listen to students voice why they persisted from strengths
within their culture.Graduation date: 2002