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| social sciences building university of arizona: The Community-Based PhD Sonya Atalay, Alexandra C McCleary, 2022-03-15 Community-based participatory research (CBPR) presents unique ethical and practical challenges, particularly for graduate students. This volume explores the nuanced experience of conducting CBPR as a PhD student. It explains the essential roles of developing trust and community relationships, the uncertainty in timing and direction of CBPR projects that give decision-making authority to communities, and the politics and ethical quandaries when deploying CBPR approaches—both for communities and for graduate students. The Community-Based PhD brings together the experiences of PhD students from a range of disciplines discussing CBPR in the arts, humanities, social sciences, public health, and STEM fields. They write honestly about what worked, what didn’t, and what they learned. Essays address the impacts of extended research time frames, why specialized skill sets may be needed to develop community-driven research priorities, the value of effective relationship building with community partners, and how to understand and navigate inter- and intra-community politics. This volume provides frameworks for approaching dilemmas that graduate student CBPR researchers face. They discuss their mistakes, document their successes, and also share painful failures and missteps, viewing them as valuable opportunities for learning and pushing the field forward. Several chapters are co-authored by community partners and provide insights from diverse community perspectives. The Community-Based PhD is essential reading for graduate students, scholars, and the faculty who mentor them in a way that truly crosses disciplinary boundaries. Contributors: Anna S. Antoniou, Amy Argenal, Sonya Atalay, Stacey Michelle Chimimba Ault, Victoria Bochniak, Megan Butler, Elias Capello, Ashley Collier-Oxandale, Samantha Cornelius, Annie Danis, Earl Davis, John Doyle, Margaret J. Eggers, Cyndy Margarita García-Weyandt, R. Neil Greene, D. Kalani Heinz, Nicole Kaechele, Myra J. Lefthand, Emily Jean Leischner, Christopher B. Lowman, Geraldine Low-Sabado, Alexandra G. Martin, Christine Martin, Alexandra McCleary, Chelsea Meloche, Bonnie Newsom, Katherine L. Nichols, Claire Novotny, Nunanta (Iris Siwallace), Reidunn H. Nygård, Francesco Ripanti, Elena Sesma, Eric Simons, Cassie Lynn Smith, Tanupreet Suri, Emery Three Irons, Arianna Trott, Cecilia I. Vasquez, Kelly D. Wiltshire, Julie Woods, Sara L. Young |
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| social sciences building university of arizona: Policing the Second Amendment Jennifer Carlson, 2022-06-21 An urgent look at the relationship between guns, the police, and race The United States is steeped in guns, gun violence—and gun debates. As arguments rage on, one issue has largely been overlooked—Americans who support gun control turn to the police as enforcers of their preferred policies, but the police themselves disproportionately support gun rights over gun control. Yet who do the police believe should get gun access? When do they pursue aggressive enforcement of gun laws? And what part does race play in all of this? Policing the Second Amendment unravels the complex relationship between the police, gun violence, and race. Rethinking the terms of the gun debate, Jennifer Carlson shows how the politics of guns cannot be understood—or changed—without considering how the racial politics of crime affect police attitudes about guns. Drawing on local and national newspapers, interviews with close to eighty police chiefs, and a rare look at gun licensing processes, Carlson explores the ways police talk about guns, and how firearms are regulated in different parts of the country. Examining how organizations such as the National Rifle Association have influenced police perspectives, she describes a troubling paradox of guns today—while color-blind laws grant civilians unprecedented rights to own, carry, and use guns, people of color face an all-too-visible system of gun criminalization. This racialized framework—undergirding who is “a good guy with a gun” versus “a bad guy with a gun”—informs and justifies how police understand and pursue public safety. Policing the Second Amendment demonstrates that the terrain of gun politics must be reevaluated if there is to be any hope of mitigating further tragedies. |
| social sciences building university of arizona: General Technical Report RM. , 1993 |
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| social sciences building university of arizona: Self-Evaluation Anita Konzelmann Ziv, Keith Lehrer, Hans Bernhard Schmid, 2011-06-25 The book contains contributions by leading figures in philosophy of mind and action, emotion theory, and phenomenology. As the focus of the volume is truly innovative we expect the book to sell well to both philosophers and scholars from neighboring fields such as social and cognitive science. The predominant view in analytic philosophy is that an ability for self-evaluation is constitutive for agency and intentionality. Until now, the debate is limited in two (possibly mutually related) ways: Firstly, self-evaluation is usually discussed in individual terms, and, as such, not sufficiently related to its social dimensions; secondly, self-evaluation is viewed as a matter of belief and desire, neglecting its affective and emotional aspects. The aim of the book is to fill these research lacunas and to investigate the question of how these two shortcomings of the received views are related. |
| social sciences building university of arizona: Science John Michels (Journalist), 1926 |
| social sciences building university of arizona: Directory National Center for Curriculum Transformation Resources on Women (U.S.), 1997 This directory presents descriptions of 237 projects that cover the impact of curriculum transformation on women in colleges, universities, and schools throughout the United States. The introduction describes 11 major consortial projects and 9 research centers involved in a total of 184 additional projects. The main section of project descriptions is arranged alphabetically by the name of the institution. Other information in each listing includes location, project dates, project director and/or contact person, disciplines involved, an abstract, funding (amount and source), and outcome/s (actual or expected). Appendices list the projects by the following categories: date of project, location by state, type of institution (K-12, two-year, four-year, research), and amount of funding. There are also two appendices that list projects focusing on K-12 curriculum and those that involve graduate students. Contains indexes by names, disciplines, and institutions. (DB) |
| social sciences building university of arizona: 1974 National Science Foundation Authorization, Hearings Before the Subcommittee on Science, Research, and Development ..., 93-1, February 27, 28; March 1, 6, 7, 8, 1973 United States. Congress. House. Science and Astronautics, 1973 |
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| social sciences building university of arizona: Graduate Programs in the Humanities, Arts & Social Sciences 2014 (Grad 2) Peterson's, 2013-11-22 Peterson's Graduate Programs in the Humanities, Arts & Social Sciences 2014 contains comprehensive profiles of more than 11,000 graduate programs in disciplines such as, applied arts & design, area & cultural studies, art & art history, conflict resolution & mediation/peace studies, criminology & forensics, language & literature, psychology & counseling, religious studies, sociology, anthropology, archaeology and more. Up-to-date data, collected through Peterson's Annual Survey of Graduate and Professional Institutions, provides valuable information on degree offerings, professional accreditation, jointly offered degrees, part-time and evening/weekend programs, postbaccalaureate distance degrees, faculty, students, requirements, expenses, financial support, faculty research, and unit head and application contact information. There are helpful links to in-depth descriptions about a specific graduate program or department, faculty members and their research, and more. There are also valuable articles on financial assistance, the graduate admissions process, advice for international and minority students, and facts about accreditation, with a current list of accrediting agencies. |
| social sciences building university of arizona: Higher Education in Regional and City Development: Southern Arizona, United States 2011 OECD, 2012-01-03 This book examines how the University of Arizona and community colleges can fuel growth and create high quality jobs in an area that ranks near the bottom third of US cities in per capita income. |
| social sciences building university of arizona: Journal of the National Institute of Social Sciences National Institute of Social Sciences, 1921 List of members in v. 2-4, 6-7, 9. |
| social sciences building university of arizona: Journal of the National Institute of Social Sciences National Institute of Social Sciences (U.S.), 1921 List of members included in vols. 2-4, 6, 7, 9- |
| social sciences building university of arizona: Reports and Documents United States. Congress, 1967 |
| social sciences building university of arizona: Directory of History Departments and Organizations in the United States and Canada , 1997 |
| social sciences building university of arizona: Book of Majors 2014 The College Board, 2013-07-02 The Book of Majors 2014 by The College Board helps students answer these questions: What's the major for me? Where can I study it? What can I do with it after graduation? Revised and refreshed every year, this book is the most comprehensive guide to college majors on the market. In-depth descriptions of 200 of the most popular majors are followed by complete listings of every major offered at more than 3,800 colleges, including four-year and two-year colleges and technical schools. The 2014 edition covers every college major identified by the U.S. Department of Education—over 1,200 majors are listed in all. This is also the only guide that shows what degree levels each college offers in a major, whether a certificate, associate, bachelor's, master's or doctorate. The guide features: • insights—from the professors themselves—on how each major is taught, what preparation students will need, other majors to consider and much more. • updated information on career options and employment prospects. • the inside scoop on how students can find out if a college offers a strong program for a particular major, what life is like for students studying that major, and what professional societies and accrediting agencies to refer to for more background on the major. |
| social sciences building university of arizona: Educational Spaces 3 Sarah Noal, 1998 Educational Spaces of the World, is a highly illustrated publication, providing an overview of what is, possibly, the most important, socially responsive design that an architect may pursue. Education can shape lives so the ambience of the learning enviro |
| social sciences building university of arizona: Handbook of Causal Analysis for Social Research Stephen L. Morgan, 2013-04-22 What constitutes a causal explanation, and must an explanation be causal? What warrants a causal inference, as opposed to a descriptive regularity? What techniques are available to detect when causal effects are present, and when can these techniques be used to identify the relative importance of these effects? What complications do the interactions of individuals create for these techniques? When can mixed methods of analysis be used to deepen causal accounts? Must causal claims include generative mechanisms, and how effective are empirical methods designed to discover them? The Handbook of Causal Analysis for Social Research tackles these questions with nineteen chapters from leading scholars in sociology, statistics, public health, computer science, and human development. |
| social sciences building university of arizona: Guide to Departments of History American Historical Association. Institutional Services Program, 1988 |
| social sciences building university of arizona: Perkins + Will Perkins & Will, The Images Publishing Group, 2010 This new monograph celebrates 75 years of design innovation by esteemed American firm, Perkins+Will. Established in 1935 by Larry Perkins and Philip Will, Perkins+Will quickly gained national and international recognition for client service and design accomplishments in education and healthcare. The firm soon garnered acclaim for its corporate, commercial, civic, higher education, and science and technology work. Today, Perkins+Will have completed projects in 49 states and 43 countries around the globe. It is among the USA's most respected design firms, and is the recipient of the prestigious American Institute of Architects (AIA) Firm of the Year award. This book combines projects from the past, present and future to offer a comprehensive overview of the work of a major force in world architecture. Featured 'legacy' projects include the award-winning high-rise, 100 North Riverside and Terminal 5, O'Hare International Airport, and Tribune Interactive, all in Chicago. Recently completed high-profile projects include the August Wilson Center for African American Culture in Pittsburgh, the Cincinnati Children's Hospital Medical Center, and the energy-efficiency showcase, the Great River Energy Headquarters in Minnesota. |
| social sciences building university of arizona: American Education , 1966 |
| social sciences building university of arizona: Handbook of Religion and Society David Yamane, 2016-07-15 The Handbook of Religion and Society is the most comprehensive and up-to-date treatment of a vital force in the world today. It is an indispensable resource for scholars, students, policy makers, and other professionals seeking to understand the role of religion in society. This includes both the social forces that shape religion and the social consequences of religion. This handbook captures the breadth and depth of contemporary work in the field, and shows readers important future directions for scholarship. Among the emerging topics covered in the handbook are biological functioning, organizational innovation, digital religion, spirituality, atheism, and transnationalism. The relationship of religion to other significant social institutions like work and entrepreneurship, science, and sport is also analyzed. Specific attention is paid, where appropriate, to international issues as well as to race, class, sexuality, and gender differences. This handbook includes 27 chapters by a distinguished, diverse, and international collection of experts, organized into 6 major sections: religion and social institutions; religious organization; family, life course, and individual change; difference and inequality; political and legal processes; and globalization and transnationalism. |
| social sciences building university of arizona: The Rift Ric Daly, 2016-11-22 In 1960, Dr. Jonathan Leakey discovered a fossilized jaw fragment in the Olduvai Gorge of the East African Riftthe first specimen of what is now known as Homo habilis, an anthropoid (human-like) creature that some think may have been a human ancestora debatable point at best. H. habilis is thought to have lived around two million years ago. In 1999, a team of paleoanthropologists went to an area near the Olduvai Gorge, to a site known today as Lake Eyasi, to do some routine research relating to the supposed connection between H. habilis and H. sapiens (modern man), with a plan to study a creature that had been extinct for 1.4 million years. Or so it was thought. What they found was nothing short of a nightmare in which they found themselves examining their faith and its interaction with science that they thought they knew. |
| social sciences building university of arizona: The Best 168 Medical Schools, 2010 Edition Malaika Stoll, 2009 Profiles 168 top medical schools and offers information on admissions criteria, financial aid, and special programs for members of minority groups. |
| social sciences building university of arizona: The Mental Lexicon Gonia Jarema, Gary Libben, 2007-07-01 This volume reflects a consensus that the investigation of words in the mind offers a unique opportunity to understand both human language ability and general human cognition. It brings together key perspectives on the fundamental nature of the representation and processing of words in the mind. This thematic volume covers a wide range of views on the fundamental nature of representation and processing of words in the mind and a range of views on the investigative techniques that are most likely to reveal that nature. It provides an overview of issues and developments in the field. It uncovers the processes of word recognition. It develops new models of lexical processing. |
| social sciences building university of arizona: Proceedings and Addresses of the American Philosophical Association American Philosophical Association, 2009 List of members in v. 1- . |
| social sciences building university of arizona: Cultural Transmission and Material Culture Miriam T. Stark, Brenda J. Bowser, Lee Horne, 2008-11-13 How and why people develop, maintain, and change cultural boundaries through time are central issues in the social and behavioral sciences in generaland anthropological archaeology in particular. What factors influence people to imitate or deviate from the behaviors of other group members? How are social group boundaries produced, perpetuated, and altered by the cumulative outcomeof these decisions? Answering these questions is fundamental to understanding cultural persistence and change. The chapters included in this stimulating, multifaceted book address these questions. Working in several subdisciplines, contributors report on research in the areas of cultural boundaries, cultural transmission, and the socially organized nature of learning. Boundaries are found not only within and between the societies in these studies but also within and between the communities of scholars who study them. To break down these boundaries, this volume includes scholars who use multiple theoretical perspectives, including practice theory and evolutionary traditions, which are sometimes complementary and occasionally clashing. Geographic coverage ranges from the indigenous Americas to Africa, the Near East, and South Asia, and the time frame extends from the prehistoric or precontact to colonial periods and up to the ethnographic present. Contributors include leading scholars from the United States, Canada, the United Kingdom, and Europe. Together, they employ archaeological, ethnographic, ethnoarchaeological,experimental, and simulation data to link micro-scale processes of cultural transmission to macro-scale processes of social group boundary formation, continuity, and change. |
| social sciences building university of arizona: Telephone Directory United States Department of State, 2001 |
| social sciences building university of arizona: Politics and the Life Sciences , 1993 |
| social sciences building university of arizona: Research Awards Index , 1982 |
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| social sciences building university of arizona: Graduate Programs in the Humanities, Arts & Social Sciences 2015 (Grad 2) Peterson's, 2014-11-25 Peterson's Graduate Programs in the Humanities, Arts & Social Sciences 2015 contains details on more than 11,000 graduate programs of study across all relevant disciplines-including the arts and architecture, communications and media, psychology and counseling, political science and international affairs, economics, and sociology, anthropology, archaeology, and more. Informative data profiles include facts and figures on accreditation, degree requirements, application deadlines and contact information, financial support, faculty, and student body profiles. Two-page in-depth descriptions, written by featured institutions, offer complete details on specific graduate programs, schools, or departments as well as information on faculty research. Comprehensive directories list programs in this volume, as well as others in the graduate series. |
| social sciences building university of arizona: Government and Science, Distribution of Federal Research Funds, Indirect Costs Refederal Grants. [no. 4]. United States. Congress. House. Science and Astronautics, 1964 |
| social sciences building university of arizona: Book of Majors 2013 College Entrance Examination Board, The College Board, 2012-07-03 An in-depth look at the top 200 college majors and a guide to 3600 colleges offering any or all of these programs. |
| social sciences building university of arizona: Handbook of Moral Development Melanie Killen, Professor of Human Development and Psychology Melanie Killen, Judith G. Smetana, Judith Smetana, 2005-07-06 The psychological study of moral development has expanded greatly, both in terms of the diversity of theoretical perspectives that are represented in the field, as well as in the range of topics that have been studied. This Handbook of Moral Development represents the diversity and multidisciplinary influences on current theorizing about the psychological study of moral development and the range and broad scope of topics being considered by scholars in the field. |
| social sciences building university of arizona: Multiple Dwelling and Tourism Norman McIntyre, Daniel Williams, Kevin McHugh, 2006-01-01 The movement of people, goods, capital and information is a central aspect of living in the inter-connected, globalised late-modern world. Although this broader view of mobility is recognized, this book focuses mainly on migration or the movement of people and examines multiple dwelling as a societal response to the major influences of increased mobility and amenity tourism (visiting or residing in high quality landscapes such as mountains, beaches and forests for leisure experiences). It considers the modern-day meaning of multiple dwelling, how it affects personal identity and the meaning of 'home' and its impacts on host communities and landscapes. This book is of significant interest to those working in the areas of tourism, leisure, geography, outdoor recreation, sociology and anthropology. |
| social sciences building university of arizona: Aztlán Arizona Darius V. Echeverría, 2014-03-27 Aztlán Arizona is a history of the Chicano Movement in Arizona in the 1960s and 1970s. Focusing on community and student activism in Phoenix and Tucson, Darius V. Echeverría ties the Arizona events to the larger Chicano and civil rights movements against the backdrop of broad societal shifts that occurred throughout the country. Arizona’s unique role in the movement came from its (public) schools, which were the primary source of Chicano activism against the inequities in the judicial, social, economic, medical, political, and educational arenas. The word Aztlán, originally meaning the legendary ancestral home of the Nahua peoples of Mesoamerica, was adopted as a symbol of independence by Chicano/a activists during the movement of the 1960s and 1970s. In an era when poverty, prejudice, and considerable oppositional forces blighted the lives of roughly one-fifth of Arizonans, the author argues that understanding those societal realities is essential to defining the rise and power of the Chicano Movement. The book illustrates how Mexican American communities fostered a togetherness that ultimately modified larger Arizona society by revamping the educational history of the region. The concluding chapter outlines key Mexican American individuals and organizations that became politically active in order to address Chicano educational concerns. This Chicano unity, reflected in student, parent, and community leadership organizations, helped break barriers, dispel the Mexican American inferiority concept, and create educational change that benefited all Arizonans. No other scholar has examined the emergence of Chicano Movement politics and its related school reform efforts in Arizona. Echeverría’s thorough research, rich in scope and interpretation, is coupled with detailed and exact endnotes. The book helps readers understand the issues surrounding the Chicano Movement educational reform and ethnic identity. Equally important, the author shows how residual effects of these dynamics are still pertinent today in places such as Tucson. |
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