Bibliografías temáticas / University of California, Berkeley. School of Criminology

Literatura académica sobre el tema "University of California, Berkeley. School of Criminology"

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Publicado: 27 de julio de 2024
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "University of California, Berkeley. School of Criminology"

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Bañuelos, Nidia. "California's Police Professors and the Birth of Criminal Justice Education". California History 95, n.º 2 (2018): 27–51. http://dx.doi.org/10.1525/ch.2018.95.2.27.

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In the 1960s and '70s, police reformers lost two important battles in the struggle to develop an educated and professionalized police force. First, they were forced out of the American Society of Criminology—an organization they had founded—by sociologists. Second, the School of Criminology at Berkeley closed amid large-scale protests from students. In its heyday, the School of Criminology was the most respected program in the world for the study of police by police and for providing officers with a liberal arts education. This essay documents these failures and explains how they gave rise to criminal justice—the academic discipline that has replaced police science at colleges and universities across the United States. California law enforcement—particularly the protégés of Berkeley police chief August Vollmer—are the key actors in this story. They participated in critical conversations about the role of police in a democratic society and envisioned a future for police work that has yet to come to fruition.
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Johnson, Kevin R. "Professor Rachel Moran: A Foundational Latina/o Civil Rights Scholar". Texas A&M Law Review 10, n.º 4 (mayo de 2023): 749–58. http://dx.doi.org/10.37419/lr.v10.i4.13.

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With an illustrious scholarly career, Professor Rachel Moran is a most-deserving Texas A&M University Hagler Fellow. Previously a chaired professor of law and dean of UCLA School of Law, and a chaired professor at the University of California, Berkeley School of Law, she currently is a Distinguished and Chancellor’s Professor of Law at the University of California, Irvine School of Law, where she was one of the founding faculty.
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Lipps, Jere H. y Karen L. Wetmore. "Transfers of algal, microfossil, plant, and vertebrate materials to the University of California Museum of Paleontology". Journal of Paleontology 67, n.º 5 (septiembre de 1993): 894–98. http://dx.doi.org/10.1017/s0022336000037161.

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The university of California Museum of Paleontology (UCMP), located on the Berkeley Campus, is a major repository of fossils and paleontological materials. The collection, one of the largest in the nation, originated in 1873 and has been added to continuously since then. In 1921, the Museum of Paleontology was officially initiated with an endowment though the generosity of Annie Alexander of Oakland, California (Grinnell, 1958). The UCMP collections are divided into four specimen collection management units and one collection of paleontological materials, such as rock, sediment, and amber samples, and various teaching collections. The specimen collection units are Fossil Prokaryotes and Protists, Fossil and Recent Invertebrates, Paleobotany and Palynology, and Vertebrate Paleontology. Each of these units has its own manager and each consists of hundreds of thousands of specimens or more and thousands of primary and secondary type specimens. The Museum is supported by the Annie Alexander Endowment and the University of California, Berkeley. It has a staff of 11, and a group of faculty curators, affiliate faculty curators from other University of California campuses, research associates, and associated graduate and undergraduate students. It is a general purpose research museum open to the scientific community and, although it does no formal instruction, it provides instructional exhibits and teaching collections at Berkeley and other campuses. It publishes Paleobios (ISSN 0031-0298), an occasional publication containing a variety of paleontological, peer-reviewed papers. UCMP is also involved in public and school activities at the Museum in Berkeley and at the University of California, Berkeley, Museum of Science, Art and Culture, at Blackhawk Plaza, Danville, California.
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Gianni Falvo, Perla. "Conversation with Vittorio Gallese about empathy and aesthetic experience". Studies in Digital Heritage 2, n.º 1 (28 de diciembre de 2018): XXX—XLVII. http://dx.doi.org/10.14434/sdh.v2i1.27926.

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Vittorio Gallese is professor of Psychobiology at the University of Parma, Italy, and was professor in Experimental Aesthetics at the University of London, UK (2016-2018). He is an expert in neurophysiology, cognitive neuroscience, social neuroscience, and philosophy of mind. Gallese is one of the discoverers of mirror neurons. Gallese has been doing research at the University of Lausanne, Switzerland, at the Nihon University, Tokyo, Japan, at the University of California at Berkeley and at the Berlin School of Mind and Brain of the Humboldt University of Berlin. He has been George Miller visiting professor at the University of California at Berkeley. His research attempts to elucidate the functional organization of brain mechanisms underlying social cognition, including action understanding, empathy, language, mindreading and aesthetic experience.
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RESH, VINCENT H. "OBITUARY: Eric Paul McElravy, November 28, 1946-August 27, 2014". Zoosymposia 14, n.º 1 (15 de julio de 2019): 300–302. http://dx.doi.org/10.11646/zoosymposia.14.1.32.

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Eric P. McElravy, an active researcher in Trichoptera and other groups of aquatic insects for 4 decades, died in San Leandro, California, on August 27, 2014. He was born on November 28, 1946, and raised in Ohio. He completed a Bachelor of Science and a Master of Science degree at Kent State University, and then spent 10 years as a high school science teacher before earning a Doctor of Philosophy degree in Entomology from the University of California, Berkeley. Following this, Eric worked as an environmental consultant on various projects throughout California.
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John, Kose y Joshua Ronen. "Information Structures, Optimal Contracts and the Theory of the Firm". Journal of Accounting, Auditing & Finance 5, n.º 1 (enero de 1990): 61–95. http://dx.doi.org/10.1177/0148558x9000500106.

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We are grateful for comments made by participants at the Symposium on the “Measurement of Profit and Productivity: Theory and Practice,” on December 16, 1988, in the University of Florida, cosponsored by the Vincent C. Ross Institute of Accounting Research, Leonard N. Stern School of Business, New York University, the Public Policy Research Center, Graduate School of Business, University of Florida, and The Kruger Center of Finance, Jerusalem School of Business Administration, Hebrew University; at workshops at the Leonard M. Stern School of Business, New York University; at the Accounting Research and Education Center of McMaster University; at the European Accounting Association meeting in Stuttgart, Germany; at workshops at Wharton School University of Pennsylvania; University of California at Berkeley; Northwestern University; French Finance Association Meeting.
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Adorante, J. S. "Regulatory volume decrease in frog retinal pigment epithelium". American Journal of Physiology-Cell Physiology 268, n.º 6 (1 de junio de 1995): 1. http://dx.doi.org/10.1152/ajpcell.1995.268.6.1-c.

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Pages C89–C1OO: J. S. Adorante.“Regulatory volume decrease in frog retinal pigment epithelium.” The origin line should read: School of Optometry, University of California, Berkeley, California 94720. On page C99, the following sentence should be added to the acknowledgment: This work was supported by National Eye Institute Grants EY-02205 (to S. S. Miller) and Core Grant EY-03176 and National Research Service Award EY-05968 (to J. S. Adorante).
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Mason, Roger D., Mark L. Peterson y Joseph A. Tiffany. "Weighing vs. Counting: Measurement Reliability and the California School of Midden Analysis". American Antiquity 63, n.º 2 (abril de 1998): 303–24. http://dx.doi.org/10.2307/2694700.

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The California School of Midden Analysis represents a long-standing tradition of using weight, rather than minimum number of individuals (MNI), to analyze shell recovered from archaeological sites in California. This method originated at the University of California, Berkeley, in the early twentieth century and continues to the present, in spite of the advent of counting measures such as MNI and NISP (number of identified specimens) in faunal studies. We argue that MNI estimates are more reliable than weight as a measure of taxonomic abundance for most research issues being addressed with California shell data. Examples using both weight and MNI measures for shell from California coastal sites produced divergent results. This disparity shows that weight measures produce potentially misleading interpretations regarding the importance of marine habitats exploited and the diet of the site’s occupants.
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Berg, BEA J., ROBERTA E. Christianson y FRANK W. Oechsli. "The California Child Health and Development Studies of the School of Public Health, University of California at Berkeley*". Paediatric and Perinatal Epidemiology 2, n.º 3 (julio de 1988): 265–82. http://dx.doi.org/10.1111/j.1365-3016.1988.tb00218.x.

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Lannak, Jane. "Millie Almy: Nursery School Education Pioneer". Journal of Education 177, n.º 3 (octubre de 1995): 39–55. http://dx.doi.org/10.1177/002205749517700304.

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Millie Almy, professor emerita, University of California, Berkeley, entered the field of early childhood education after graduating from Vassar College in 1936. For the next ten years she participated variously as teacher, director, and supervisor in programs which are regarded today as landmarks in preschool education. Examples of such programs include: The Yale Guidance Nursery, a Works Progress Administration (WPA) nursery school, and a Lanham Act child care center. This article presents her recollections of these programs and her insights into her experiences. Almy addresses the critical issues of program quality, teacher qualifications and compensation, and parent involvement. These are issues which continue to challenge early childhood educators today.
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Tesis sobre el tema "University of California, Berkeley. School of Criminology"

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McDonnell, Katherine Lindsay. "Supporting Father Involvement Project from research to action : a project based upon an investigation at University of California, Berkeley, Yale University Child Study Center and Smith College School for Social Work /". 2009. http://hdl.handle.net/10090/9905.

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Libros sobre el tema "University of California, Berkeley. School of Criminology"

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R, Schwendinger Julia y Project Muse, eds. Who Killed the Berkeley School? Struggles Over Radical Criminology. Brooklyn, NY: Thought | Crimes, 2014.

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Epstein, Sandra Pearl. Law at Berkeley: The history of Boalt Hall. Berkeley: Institute of Governmental Studies Press, University of California, Berkeley, 1997.

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Epstein, Sandra. Business at Berkeley: The history of the Haas School of Business. Berkeley: Berkeley Public Policy Press, 2015.

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Kerr, Clark. Interviews with Clark Kerr, Ph.D.: A UC president's view of the expanding research university. [San Francisco]: UCSF Oral History Program, Dept. of the History of Health Sciences, University of California, San Francisco, 1996.

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Green, Paul John. The life of Jack Gray: An education in living and in love. [Philadelphia, PA]: Xlibris, 2002.

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Joralemon, Dorothy Rieber. To live strivingly. Morgantown, W. Vir: M. Joralemon Albrink, 2009.

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San Francisco (Calif.). Planning Dept., ESA (Firm), Wilbur Smith and Associates, Page & Turnbull., AF Evans Development Inc y Openhouse (Association), eds. 55 Laguna mixed use project: Draft environmental impact report. San Francisco, Calif: Planning Dept., 2007.

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The Diversity Hoax: Law Students Report from Berkeley. FAST (Foundation for Academic Standards & Tra, 1999.

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Weinstein, Rhona S. y Frank C. Worrell. Achieving College Dreams: How a University-Charter District Partnership Created an Early College High School. Oxford University Press, Incorporated, 2016.

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Espinoza, Miguel. Integration of the UCLA School of Law, 1966-1978: Architects of Affirmative Action. Rowman & Littlefield Publishers, Incorporated, 2017.

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Capítulos de libros sobre el tema "University of California, Berkeley. School of Criminology"

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Pacheco-Montoya, Diana y Erin Murphy-Graham. "Fostering Critical Thinking as a Life Skill to Prevent Child Marriage in Honduras: The Case of Holistic Education for Youth (HEY!)". En Life Skills Education for Youth, 215–43. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_10.

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AbstractThis chapter presents findings from a design-based research project between the University of California, Berkeley and a Honduran non-governmental organization, Bayan Association called Holistic Education for Youth (HEY!). We explain why critical thinking is a crucial life skill to prevent child marriage in rural areas of Honduras and illustrate how critical thinking (specifically around gender inequality and marriage) was incorporated into a secondary school curriculum. We describe the pedagogies used to develop this curriculum and offer insights about its implementation. Finally, using classrooms observation and interview data, we discuss how students developed critical thinking and decision-making skills related to the gender inequality in society that has perpetuated the practice of child marriage.
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"University of California Berkeley - Haas School". En The Grants Register 2023, 1156–57. London: Palgrave Macmillan UK, 2022. http://dx.doi.org/10.1057/978-1-349-96053-8_12433.

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"University of California Berkeley - Haas School". En The Grants Register 2021, 902–3. London: Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_909.

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"University of California Berkeley - Haas School". En The Grants Register 2020, 860–61. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_879.

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"University of California Berkeley - Haas School". En The Grants Register 2022, 988–89. London: Palgrave Macmillan UK, 2021. http://dx.doi.org/10.1057/978-1-349-96042-2_12433.

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"University of California Berkeley - Haas School". En The Grants Register 2024, 1239–40. London: Palgrave Macmillan UK, 2023. http://dx.doi.org/10.1057/978-1-349-96073-6_12433.

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Marsden, George M. "California: Revolution without Much Ideology". En The Soul Of The American University, 134–49. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195070460.003.0009.

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Abstract Rather than warfare, the typical motif in the transition from the old-time colleges to the new universities was peaceful revolution. Few of the old guard were willing to take a stand, as Porter did, that would risk looking sectarian. On the other side, most of the revolutionaries were sons of the evangelical college tradition and wished to emphasize that they were the true heirs to its ideals. While they were well aware of a need for a break from the past, they also saw continuity between the old colleges and the new universities. Nowhere were such continuities suggested in a more intriguing way than in the origins of the University of California out of the College of California. On October 9, 1867, the trustees of the College of California, a private college, voted to cede all its assets to the proposed new state university. The College of California, which had opened its doors in Oakland in 1860, was a typically New England enterprise, conducted by New School Presbyterians and Congregationalists, aspiring to establish the “Yale of the West.” Although the college was struggling and had few students, it was not entirely impoverished. Its most valuable tangible asset, which it donated to the state, was a magnificent tract of land in a nearby area that the college leaders had named Berkeley.
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Prausnitz, Frederik. "Sea Change". En Roger Sessions, 151–65. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195108927.003.0012.

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Abstract In 1935 Sessions joined the faculty of Princeton University, finished his Violin Concerto, and met the woman who was to become his second wife, Lisl, while teaching summer school at Berkeley, California. In 1936 he divorced Barbara — to whom he dedicated his concerto — and married List.
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Skolnick, Arlene. "Confessions of an Accidental Sociologist". En Our Studies Ourselves, 115–26. Oxford University PressNew York, NY, 2003. http://dx.doi.org/10.1093/oso/9780195146615.003.0011.

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Abstract In the fall of 1969, I found myself newly arrived and unemployed in a southern California beach town. We had fled there-my husband, Jerry, and I and our two young sons, Mike and Alex-from the seemingly endless turmoil of Berkeley at the time, especially the tear gas drifting from the campus to our house and my older son’s elementary school. Jerry had taken a job at a newly formed branch of the University of California. I was planning to continue what had seemed a viable academic career as a researcher, as I had done at Berkeley’s Institute of Human Development (IHD). Now, however, in a much smaller and newer university and in a different fiscal climate, it seemed as if that plan wasn’t going to work. The funding for the project I had been invited to join did not come through. Weeks of looking around did not turn up any other possibilities. Despite the sunshine, the sea air, and the beaches, I began to feel discouraged and depressed. One particularly low moment remains vivid. I had gone to talk to the chair of the psychology department, a man I shall call Ted, to see if he knew of any possibilities.
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Johnson, Joan Marie. "Using Mammon for Righteousness". En Funding Feminism. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469634692.003.0006.

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Chapter 5 explores what happened when women approached existing coeducational schools offering restricted gifts to benefit women. These donations either forced a school to open its doors to women or increased the number of women admitted by providing scholarships for women or erecting a women’s building or a women’s dormitory. Like the college founders, these donors believed that women were capable of the same intellectual achievement as men but found that many of America’s best universities resisted coeducation. The women in this chapter, including Mary Garrett, and Phoebe Hearst and the gifts they gave show how money could be wielded to force changes that would benefit women, in the form of access to education and professions formerly restricted to men. Moreover, coeducation at these schools, including Johns Hopkins, Massachusetts Institute of Technology, and the University of California, Berkeley, was especially significant. If women were welcomed at these important institutions, they could demonstrate their intellectual and professional capabilities and equality with men.
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Actas de conferencias sobre el tema "University of California, Berkeley. School of Criminology"

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Borja, Vicente, Alejandro Ramírez-Reivich, Marcelo López-Parra, Arturo Treviño Arizmendi y Luis F. Equihua Zamora. "International and Multidisciplinary Experiences in Engineering Courses at UNAM". En ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-87224.

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A team of faculty members from the Universidad Nacional Autónoma de México (UNAM) has coordinated multidisciplinary courses in collaboration with universities from other countries. The team, who is composed by faculty from the School of Engineering and the School of Architecture, coordinates with pairs of Stanford University, the University of California at Berkeley, and the Technical University of Munich; to teach three particular design courses. All three courses are related to product innovation but they have different emphasis depending on the collaborating partner. The focal points of each of the three courses are: (1) innovation, (2) user centered design and sustainability and (3) transport in megacities of the future. Engineering and industrial design students are involved in the courses. They are organized in teams that include participants from the two collaborating universities. During the courses teams carry out projects working mostly at a distance; they use different means of communication and information sharing and also pay reciprocal visits between the universities involved in the collaboration. This paper describes each of the three courses highlighting their particular characteristics. The outcomes and results of the courses and specific projects are commented. In the end of the paper lessons learned are discussed and final remarks are presented.
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Dan Paich, Slobodan. "Conciliation: Culture Making Byproduct". En 8th Peace and Conflict Resolution Conference [PCRC2021]. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/pcrc.2021.002.

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Abstract Reclaiming public space at Oakland's Arroyo Public Park, a nexus of crime and illegal activities. A coalition of neighbors invited local performing artists to help animate city agencies, inspire repair of the amphitheater and create daytime performances in the summer, mostly by children. It gave voice to and represented many people. Reclaiming space for community was the impetus, structured curriculum activates were means. Safe public space and learning were two inseparable goals. Conciliation learning through specific responses, example: Crisis Of Perseverance acute among children and youth lacking role models or witnessing success through perseverance. Artists of all types are the embodiment of achievable mastery and completion. Taking place on redefined historic 1940 passenger-cargo/military ship for public peacetime use and as a cultural space. Mixt generations after and outside school programs: Children and Architecture project’s intention was to integrate children’s internal wisdom of playing with learning about the world of architecture (environment and co-habitability) as starting point was an intergenerational setting: 5-12 olds + parents and volunteers, twice weekly from 1989 to 1995 at the Museum of Children’s Art in Oakland, California. Concluding Examples Public celebration and engagements as inadvertent conciliations if prepared for before hand. Biographical sketch: Slobodan Dan Paich native of former Yugoslavia was born 1945. He lived in England from 1967 to 1985. Slobodan taught the History of Art and Ideas, Design and Art Studio from 1969 through 1985 at various institutions in London, including North-East London Polytechnic, Thames Polytechnic and Richmond College-American University in London. Between 1986 to1992, he taught at the University of California at Berkeley. With a number of scholars, artists, and community leaders, he founded the Artship Foundation in 1992, and has been its Executive Director ever since. He also served as a board member of the Society of Founders of the International Peace University in Berlin/Vienna from 1996 to 2002, where he lectured annually and chaired its Committee on Arts and Culture. community@artship.org
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Robinson, Stefanie L. y Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education". En ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.

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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.
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