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2004

University of Massachusetts Boston

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Articles 1 - 20 of 20

Full-Text Articles in Education

Pomp In Circumstance: Paradox, Oppositions, Metaphors And Philosophy In The Context Of Adult Basic Education, Matt Puma Dec 2004

Pomp In Circumstance: Paradox, Oppositions, Metaphors And Philosophy In The Context Of Adult Basic Education, Matt Puma

Critical and Creative Thinking Capstones Collection

The ability to think fluidly with a variety of oppositional forms is essential to both critical and creative thinking. Loaded oppositions such as science vs. humanities, reason vs. emotion, male vs. female and good vs. evil become hindrances to thought when they are held too rigidly as dichotomies. Learning to work with the rich flow of oppositions involves patient exploration and an openness to the emergence of paradoxical truths rooted in the opposition. However, paradoxical thinking is not the only method for flexing fixed oppositions; there are many other types of "moves" that one can make when thinking creatively with ...


Higher Education In The 1960'S: The Origins Of The University Of Massachusetts Boston, Diane D'Arrigo Dec 2004

Higher Education In The 1960'S: The Origins Of The University Of Massachusetts Boston, Diane D'Arrigo

American Studies Graduate Final Projects

On June 18, 1964, Governor Endicott Peabody signed the bill to create the University of Massachusetts at Boston. Just fifteen months later, in the fall of 1965, the University of Massachusetts Boston opened its doors for its first class of students. Joining the more than 1200 students were 75 faculty and 10 staff people. They were pioneers in creating an institution which held enormous hope and promise of serving its urban community at a time of major change in higher education, specifically and in society, generally.

Today, the University of Massachusetts Boston is one of five campuses that make up ...


Institute Brief: Making Experiential Education Accessible For Students With Disabilities, Cynthia Zafft, Sara Sezun, Melanie Jordan Nov 2004

Institute Brief: Making Experiential Education Accessible For Students With Disabilities, Cynthia Zafft, Sara Sezun, Melanie Jordan

The Institute Brief Series, Institute for Community Inclusion

College students with disabilities enter with less work experience and have a harder time finding jobs than their nondisabled peers. Experiential education-- mentoring, internships, job shadowing, and so on-- can create a bridge to graduation and employment. However, that requires college professionals to consider access issues for all students. A new Institute Brief provides basic disability awareness information, suggests ways to create welcoming career offices, and offers ideas to increase access to experiential education.


University Reporter - Vol. 09, No. 02 - October 2004, University Of Massachusetts Boston Oct 2004

University Reporter - Vol. 09, No. 02 - October 2004, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


Higher Education And The Promise Of Opportunity, Robert L. Woodbury Sep 2004

Higher Education And The Promise Of Opportunity, Robert L. Woodbury

New England Journal of Public Policy

The article portrays the passage of the Higher Education Act of 1965 as a watershed event, much like the Morrill Land Grant Act and the G.I. Bill, in the history of opening higher education to a broader range of citizens. What had once been a largely private enterprise for the elite became an increasingly public commitment to make a college and university education accessible to anyone qualified to take advantage of the opportunity. In the last two decades, however, that promise has faded as costs have escalated, financial aid has become less available to the needy, federal and state ...


Challenges To Multiculturalism, Jorge Capetillo-Ponce Sep 2004

Challenges To Multiculturalism, Jorge Capetillo-Ponce

New England Journal of Public Policy

An anti-bilingual education referendum was offered to citizens of Massachusetts in November of 2002. The referendum read, in part, “The current state law providing for transitional bilingual education in public schools will be replaced with a law requiring that, with limited exceptions, all public school children must be taught English by being taught all subjects in English and being placed in English language classrooms.” The University of Massachusetts Gaston Institute analyzed the results of that referendum, here reported on by Jorge Capetillo-Ponce.


University Reporter - Vol. 09, No. 01 - September 2004, University Of Massachusetts Boston Sep 2004

University Reporter - Vol. 09, No. 01 - September 2004, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


Designing A Pre-Apprenticeship Model For Women Entering And Succeeding In The Construction Trades, Susan Moir Scd, Elizabeth Skidmore Sep 2004

Designing A Pre-Apprenticeship Model For Women Entering And Succeeding In The Construction Trades, Susan Moir Scd, Elizabeth Skidmore

Labor Studies Faculty Publication Series

It has been over a quarter century since the Carter administration set a goal of increasing the number of women working in the construction industry to 6.9% of the workforce. It is often overlooked that the stated intent of this policy initiative was for women to make up 25% of construction workers by the year 2000 (Eisenberg, 1999). While some isolated projects have met or exceeded the 6.9% target, the number of women working in the construction trades nationally increased in the first few years after 1979, but leveled off at under 3% in the early 1980’s ...


The Use Of Dialogue In Education: Research, Implementation And Personal/Professional Evaluation, Jane Kenefick Aug 2004

The Use Of Dialogue In Education: Research, Implementation And Personal/Professional Evaluation, Jane Kenefick

Critical and Creative Thinking Capstones Collection

As I reflect back on my learning through the Program in Critical and Creative Thinking (CCT), The Dialogue Process course (CCT 616) has been the pivotal experience for my current research and future career direction. Research and observations I have made in my work show that dialogue practice in elementary classrooms leads to overall learning through community building in the classroom, and to more effective student thinking and meta-cognitive strategies. Although I believe in the importance of dialogue in education, I have struggled with implementing it into my own teaching. The struggle itself has stimulated a deeper examination of the ...


Access To Training For Mature Workers Through One-Stop Career Centers In Massachusetts, Francis G. Caro, Kelly Fitzgerald Jul 2004

Access To Training For Mature Workers Through One-Stop Career Centers In Massachusetts, Francis G. Caro, Kelly Fitzgerald

Gerontology Institute Publications

The major purpose of this research is to determine the extent to which career centers in Massachusetts are providing mature workers with access to federally funded training. The research is based on two large administrative data sources: The MOSES database made available by the Massachusetts Department of Employment and Training (now Division of Career Services and Division of Unemployment) and a customer service database maintained by The Career Place, a career center in Woburn, MA. The MOSES data file provided for this research includes data on user characteristics and service transactions for all career centers in Massachusetts from July 1 ...


University Reporter - Vol. 08, No. 10 - June 2004, University Of Massachusetts Boston Jun 2004

University Reporter - Vol. 08, No. 10 - June 2004, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


Institutionalization Of Women's Studies Programs: The Relationship Of Program Structure To Long-Term Viability, Ann Froines Jun 2004

Institutionalization Of Women's Studies Programs: The Relationship Of Program Structure To Long-Term Viability, Ann Froines

Graduate Doctoral Dissertations

This study examined the institutional viability of three interdisciplinary women's studies programs in public universities to determine whether interdisciplinary programs are marginal or fragile. The research question has three related parts: (a) What factors influence assessments of institutional viability? (b) do assessments of institutional viability vary significantly according to differences in program structure? and (c) what strategies have emerged to maintain program viability over the next ten or 20 years?

A conceptual framework of three domains was utilized in this qualitative case study: (a) program history, (b) organizational effectiveness of program, and (c) alliances built by program leaders. Organizational ...


University Reporter - Vol. 08, No. 09 - May 2004, University Of Massachusetts Boston May 2004

University Reporter - Vol. 08, No. 09 - May 2004, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


University Reporter - Vol. 08, No. 08 - April 2004, University Of Massachusetts Boston Apr 2004

University Reporter - Vol. 08, No. 08 - April 2004, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


The Academic Workplace (Spring 2004): Class In The Academy, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Susan E. Borrego, Sharon Singleton, James A. Stakenas Apr 2004

The Academic Workplace (Spring 2004): Class In The Academy, New England Resource Center For Higher Education At The University Of Massachusetts Boston, Susan E. Borrego, Sharon Singleton, James A. Stakenas

The Academic Workplace

No abstract provided.


University Reporter - Vol. 08, No. 07 - March 2004, University Of Massachusetts Boston Mar 2004

University Reporter - Vol. 08, No. 07 - March 2004, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


Tools For Inclusion: Moving On To High School: A Tip Sheet For Parents Of Children On Individualized Education Plans, Linda Freeman Mar 2004

Tools For Inclusion: Moving On To High School: A Tip Sheet For Parents Of Children On Individualized Education Plans, Linda Freeman

Tools for Inclusion Series, Institute for Community Inclusion

Time spent in school is probably the single greatest feature of a young person's life. So it only makes sense for parents to make sure their sons and daughters get what they need from school. Even though families don't have much influence over how schools structure courses, there are things they can do to make the most of what schools have to offer. This tip sheet is based on the experiences of students with disabilities in public schools and their families.


University Reporter - Vol. 08, No. 06 - February 2004, University Of Massachusetts Boston Feb 2004

University Reporter - Vol. 08, No. 06 - February 2004, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.


The Frank J. Manning Certificate In Gerontology Alumni Survey: 21 Years Of Service To Elders, Nina M. Silverstein, Jenai Murtha, Donna Sullivan, May Jawad Feb 2004

The Frank J. Manning Certificate In Gerontology Alumni Survey: 21 Years Of Service To Elders, Nina M. Silverstein, Jenai Murtha, Donna Sullivan, May Jawad

Gerontology Institute Publications

The Certificate Program in Gerontology at the University of Massachusetts Boston, a large urban university, was established in 1979 as part of an Administration on Aging (AoA) grant to develop and expand services to the elderly citizens of the Commonwealth of Massachusetts. In 1984, a line item was added to the state budget by the legislature and governor establishing the Gerontology Institute at the University of Massachusetts Boston and ensuring the continuation of training, research, and policy and advocacy work on behalf of and with Massachusetts’ elders (O’Brien, 1996). Upon Frank J. Manning’s death in 1986, the program ...


University Reporter - Vol. 08, No. 05 - January 2004, University Of Massachusetts Boston Jan 2004

University Reporter - Vol. 08, No. 05 - January 2004, University Of Massachusetts Boston

1996-2009, University Reporter

No abstract provided.