Margaret Jane Mussey Sweat Photograph Album

Photograph album includes interior views of the McLellan House, street scenes from Portland, Maine and portraits of Margaret Jane Mussey Sweat, her husband Lorenzo de Medici Sweat, her father John Mussey, Esq. and the family\u27s dogs. Photographs date from the 1870s - 1890s.https://dune.une.edu/mjms_photo/1000/thumbnail.jp

Letter from Mabel Hay Barrows Mussey, Croton-on-Hudson, New York, to Anne Whitney, Boston, Massachusetts, 1914 October 20

https://repository.wellesley.edu/whitney_correspondence/2807/thumbnail.jp

A survey of home living courses and units as taught in a selected group of Kansas high schools

Digitized by Kansas State University Librarie

Combination in the mixing industry: A study of concentration in lake superior Iron Ore production

Vita.Thesis (PH. D.)--Columbia university.Bibliographical foot-notes.Mode of access: Internet

Navigating the transition to college : first-generation undergraduates negotiate identities and search for success in STEM and non-STEM fields

Historically, racial and ethnic minority students from low income backgrounds have faced unequal access to colleges and universities. Recently, both K-12 and higher education institutions, specifically the University of California, in response to Proposition 209, have made efforts to increase access and opportunities for all students. Similarly, female minority students are underrepresented in selected science, technology, engineering and math (STEM) majors and careers. Using a qualitative research design, this study investigates how first generation, low income, underrepresented minority students who graduated from an innovative college preparatory high school enact coping strategies that they were explicitly taught to achieve success within the context of university science and math courses. The presence of a unique, college-prep high school on the campus of UC San Diego, which accepts exclusively low-income students through a randomized lottery system, creates an unusual opportunity to study the transition from high school to college for this population, a cohort of underrepresented students who were taught similar academic coping strategies for success in college. This study aims to understand how students develop their college-going, academic identities within the context of their colleges and universities. Furthermore, this study intends to understand the phenomenon of "transition to college" as a lived experience of first-generation, low income, minority students, who all share a similar college preparatory, high school background. The main research questions are: 1) How do underrepresented students experience the transition from a college preparatory high school to college? 2) How are students developing their college- going, academic identities in the context of their educational institutions? and 3) What factors support or constrain student participation and success in college science courses? Twenty-eight students participated in this study. Based on surveys and individual interviews with the participants, twenty student narratives were written and analyzed. The students' narratives provide a picture of how these underrepresented students are experiencing the transition to college. In this sample, five factors impact the students' college-going academic identity development, major choice, and career path: 1) college preparation in high school, 2) self-efficacy, 3) success in college academics, 4) affinity group participation, and 5) interaction with college faculty

Making the choice: Style, path, or goal? Imitation in autism spectrum disorders

Previous research has demonstrated mixed results with regard to the nature of imitation impairments in children with autism spectrum disorders (ASD). While imitation of actions on objects has generally been thought to be less effected, the "style" or way in which an action is performed has been suggested to be impaired in individuals with ASD (Hobson & Hobson, 2008; Hobson & Lee, 1999). This study examined imitation of an action through style, path, and goal components using the imitation choice task developed by Wagner, Yocom, and Greene-Havas (2008). The main questions this study sought to examine were: (1) Do young children with ASD imitate aspects of an imitative action on an object at the same rate as typically developing children?; and (2) When exact imitation is precluded, are there differences in what children with ASD and typical development choose to imitate? The results revealed that children with typical development showed more imitation of the style component than the children with ASD. In the choice imitation condition, children with ASD demonstrated neither a path nor a goal preference while children with typical development showed a path preference. Overall, the results suggest that the components that children with ASD choose to imitate differ from those that children with typical development prefer. These results may help explain some of the discrepant findings previously reported in the imitation literature. Specifically, these results suggest that children with ASD do imitate, but how they imitate is different. This may have important implications for the assessment of imitation abilities and interventions that address imitation or use imitation to teach other skills. This may have important implications for refining measures to assess imitation abilities in a more detailed manner. Additionally, these results have implications for designing and implementing interventions that address imitation or use imitation to teach other skills as merely teaching imitation of a behavioral goal does not capture the true nature of imitation