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The University of Massachusetts Lowell owes its origins to two institutions founded in the 1890s. In 1894, the state authorized the founding of the Lowell Normal School, an institution that trained teachers for the state's public school system. In 1895, the state also authorized the founding of Lowell Textile School to encourage research in new technologies related to textile manufacture. Over the decades, the two schools on opposite sides of the Merrimack River grew. Lowell Normal became Lowell Teacher's College in 1932 and then Lowell State College in 1960, and Lowell Textile became Lowell Technological Institute in 1953. In 1975, the state merged the two institutions to form the University of Lowell, which, in 1991, became part of the UMass system. University of Massachusetts Lowell: 125 Years draws from a rich array of historical images to honor the school's past and present and preserve the memory of students, faculty, staff, buildings, and events.
The University of Massachusetts Lowell owes its origins to two institutions founded in the 1890s. In 1894, the state authorized the founding of the Lowell Normal School, an institution that trained teachers for the state's public school system. In 1895, the state also authorized the founding of Lowell Textile School to encourage research in new technologies related to textile manufacture. Over the decades, the two schools on opposite sides of the Merrimack River grew. Lowell Normal became Lowell Teacher's College in 1922 and then Lowell State College in 1965, and Lowell Textile became Lowell Technological Institute in 1950. In 1975, the state merged the two institutions to form the University of Lowell, which, in 1991, became part of the UMass system. University of Massachusetts Lowell draws from a rich array of historical images to honor the school's past and present and preserve the memory of students, faculty, staff, buildings, and events.
Presents information about the University of Massachusetts at Lowell (UMass Lowell). Highlights activities of the departments and research centers in each of the University's colleges. Discusses college sports activities at UMass Lowell. Provides information about the school's Centers for Learning, Center for the Arts, Continuing Education programs, and Counseling Center. Features undergraduate and graduate degree programs offered by the University. Offers access to the University's Gopher site and library.
''In writing this book, care was taken to use language and examples that gradually wean students from a simpleminded mechanical approach and move them toward mathematical maturity. We also recognize that many students who hesitate to ask for help from an instructor need a readable text, and we have tried to anticipate the questions that go unasked. The wide range of examples in the text are meant to augment the "favorite examples" that most instructors have for teaching the topcs in discrete mathematics. To provide diagnostic help and encouragement, we have included solutions and/or hints to the odd-numbered exercises. These solutions include detailed answers whenever warranted and complete proofs, not just terse outlines of proofs. Our use of standard terminology and notation makes Applied Discrete Structures a valuable reference book for future courses. Although many advanced books have a short review of elementary topics, they cannot be complete. The text is divided into lecture-length sections, facilitating the organization of an instructor's presentation.Topics are presented in such a way that students' understanding can be monitored through thought-provoking exercises. The exercises require an understanding of the topics and how they are interrelated, not just a familiarity with the key words. An Instructor's Guide is available to any instructor who uses the text. It includes: Chapter-by-chapter comments on subtopics that emphasize the pitfalls to avoid; Suggested coverage times; Detailed solutions to most even-numbered exercises; Sample quizzes, exams, and final exams. This textbook has been used in classes at Casper College (WY), Grinnell College (IA), Luzurne Community College (PA), University of the Puget Sound (WA).''--
A runaway bestseller in Quebec, with foreign rights sold to 15 countries around the world, Kim Thúy's Governor General's Literary Award-winning Ru is a lullaby for Vietnam and a love letter to a new homeland. Ru. In Vietnamese it means lullaby; in French it is a small stream, but also signifies a flow - of tears, blood, money. Kim Thúy's Ru is literature at its most crystalline: the flow of a life on the tides of unrest and on to more peaceful waters. In vignettes of exquisite clarity, sharp observation and sly wit, we are carried along on an unforgettable journey from a palatial residence in Saigon to a crowded and muddy Malaysian refugee camp, and onward to a new life in Quebec. There, the young girl feels the embrace of a new community, and revels in the chance to be part of the American Dream. As an adult, the waters become rough again: now a mother of two sons, she must learn to shape her love around the younger boy's autism. Moving seamlessly from past to present, from history to memory and back again, Ru is a book that celebrates life in all its wonder: its moments of beauty and sensuality, brutality and sorrow, comfort and comedy.
The life and thought of one of the founders of twentieth-century American design
To most people, technology has been reduced to computers, consumer goods, and military weapons; we speak of "technological progress" in terms of RAM and CD-ROMs and the flatness of our television screens. In Human-Built World, thankfully, Thomas Hughes restores to technology the conceptual richness and depth it deserves by chronicling the ideas about technology expressed by influential Western thinkers who not only understood its multifaceted character but who also explored its creative potential. Hughes draws on an enormous range of literature, art, and architecture to explore what technology has brought to society and culture, and to explain how we might begin to develop an "ecotechnology" that works with, not against, ecological systems. From the "Creator" model of development of the sixteenth century to the "big science" of the 1940s and 1950s to the architecture of Frank Gehry, Hughes nimbly charts the myriad ways that technology has been woven into the social and cultural fabric of different eras and the promises and problems it has offered. Thomas Jefferson, for instance, optimistically hoped that technology could be combined with nature to create an Edenic environment; Lewis Mumford, two centuries later, warned of the increasing mechanization of American life. Such divergent views, Hughes shows, have existed side by side, demonstrating the fundamental idea that "in its variety, technology is full of contradictions, laden with human folly, saved by occasional benign deeds, and rich with unintended consequences." In Human-Built World, he offers the highly engaging history of these contradictions, follies, and consequences, a history that resurrects technology, rightfully, as more than gadgetry; it is in fact no less than an embodiment of human values.
This is the story of a war. A war fought by children. It is not a war that most of them choose to fight. Certainly, Rosie knew nothing about this war the day she entered school. School, she believed, was a place where she would make new friends and learn many things. The day Rosie fought a bully, her life at school changed forever. On that day, Rosie and her classmates declared war on schoolyard violence. As a result, Rosie's Rule came into being, but having a rule, Rosie and her classmates learn, is not always enough. A rule like a law only has meaning if it is enforced. Enforcing Rosie's Rule leads to a crisis and an ending that is as unexpected as it is reaffirming. This story is a testament to the resiliency, creativity, self-determination and the power of an individual to make a difference.
Claude Bragdon (1866-1946) was a first-generation modernist architect, as well as an illustrator, critic, theorist and theater designer. Bragdon practiced architecture in Rochester, New York throughout the Progressive Era. Although his masterpiece, the New York Central Railroad Station, was demolished in the 1960s-70s, the First Universalist Church, the Bevier Memorial Building, the Peterborough Bridge near Toronto, and nearly 100 residences remain today. A prolific and influential writer, Bragdon published more than twenty books and hundreds of articles. He was nationally known for his graphic art, his writing on the fourth dimension, his Song & Light Festivals of 1915-1918, and his role in theater's New Stagecraft. He had technical and artistic expertise in many disciplines, making it difficult to categorize his work into a specific stylistic trend. Bragdon's work as an early modernist is important both in its own right and as a key to other 20th Century architects' work. The book includes a complete bibliography of Bragdon's published work, a timeline and an index. Contributors: Eugenia Victoria Ellis, Paul Emmons, Marcia Feuerstein, Marie Frank, Jean France, Joscelyn Godwin, Linda Dalrymple Henderson, Christina Malathouni, Jonathan Massey, Mary Nixon, Joan Ockman, Andrea Reithmayr and Richard Guy Wilson.
Genre studies and genre approaches to literacy instruction continue to develop in many regions and from a widening variety of approaches. Genre has provided a key to understanding the varying literacy cultures of regions, disciplines, professions, and educational settings. GENRE IN A CHANGING WORLD provides a wide-ranging sampler of the remarkable variety of current work. The twenty-four chapters in this volume, reflecting the work of scholars in Europe, Australasia, and North and South America, were selected from the over 400 presentations at SIGET IV (the Fourth International Symposium on Genre Studies) held on the campus of UNISUL in Tubarão, Santa Catarina, Brazil in August 2007—the largest gathering on genre to that date. The chapters also represent a wide variety of approaches, including rhetoric, Systemic Functional Linguistics, media and critical cultural studies, sociology, phenomenology, enunciation theory, the Geneva school of educational sequences, cognitive psychology, relevance theory, sociocultural psychology, activity theory, Gestalt psychology, and schema theory. Sections are devoted to theoretical issues, studies of genres in the professions, studies of genre and media, teaching and learning genre, and writing across the curriculum. The broad selection of material in this volume displays the full range of contemporary genre studies and sets the ground for a next generation of work.