| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910962024203321 |
|
|
Autore |
Douglas Mary <1921-2007., > |
|
|
Titolo |
Peoples of the Lake Nyasa region / / Mary Tew |
|
|
|
|
|
Pubbl/distr/stampa |
|
|
London ; ; New York : , : Routledge, , 2017 |
|
|
|
|
|
|
|
ISBN |
|
1-315-38988-6 |
1-315-38986-X |
1-315-38987-8 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (145 pages) : illustrations |
|
|
|
|
|
|
Collana |
|
Ethnographic Survey of Africa ; ; Volume 1 |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Ethnology - Malawi |
Nyasa, Lake |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
First published in 1950 for the International African Institute by the Oxford University Press. |
|
|
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references. |
|
|
|
|
|
|
Nota di contenuto |
|
I. Region of Mozambique -- II. South-west Nyasa-Zambezia : Maravi Peoples (Nyanja, Cewa, Nsenga) -- III. North-west Nyasa-Lundazi region : Tumbuka and Lake Shore Tonga -- IV. North Nyasa region : Ngonde, Nyakyusa, Kinga -- V. Ngoni peoples, scattered in small groups in areas occupied by the above. |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
This volume, originally published in 1950, discusses the tribes around Lake Nyasa. The rationale for treating the tribes here as members of a single ethnographic province is that the region whose literature has been surveyed is vast, and the ethnic distinctions between its inhabitants have been confused by raids and migrations over centuries. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2. |
Record Nr. |
UNINA9910956957703321 |
|
|
Autore |
Davis Jeff <1959 June 5-> |
|
|
Titolo |
The First Generation Student Experience : Implications for Campus Practice, and Strategies for Improving Persistence and Success |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Sterling, : Stylus Publishing, 2010 |
|
|
|
|
|
|
|
ISBN |
|
1-00-344780-5 |
1-000-97567-3 |
1-57922-525-X |
|
|
|
|
|
|
|
|
Edizione |
[1st ed.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (241 p.) |
|
|
|
|
|
|
Collana |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
|
|
Soggetti |
|
Academic achievement -- United States |
EDUCATION -- Higher |
First-generation college students -- United States |
First-generation college students - United States |
Academic achievement - United States |
Education, Special Topics |
Education |
Social Sciences |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di contenuto |
|
Cover; Contents; Introduction; 1 HOW MANY FIRST-GENERATION COLLEGE STUDENTS ARE THERE?; Definitions; Counting First-Generation College Students; How Institutions Can Count Students; What the Data Show; First-Generation Student Status as a Proxy for Ethnicity; Counting the Institutions That Will Be Counting First-Generation Students; Now Is the Time for Action; Sonoma State University; Notes; 2 THE OBSERVABLE BEHAVIORS OF FIRST-GENERATION COLLEGE STUDENTS; Learning the Culture of College; First-Generation Status Is Not the Same as Low-Income Status; Section One: Learning at College |
Precollege PreparationBeing Underprepared at College; Learning How to Study; Different Way of Learning; New Way of Perceiving the World; |
|
|
|
|
|
|
|
|
|
|
|
Learning About Majors; Section Two: Campus Presence; The Imposter Phenomenon; Differences in the Classroom; Alternative Ways of Support; Validating the Presence of First-Generation Students; 3 THE INTERNAL PSYCHOLOGY OF FIRST-GENERATION COLLEGE STUDENTS; Section One: An Extended Campus Acclimation Process; The Existential Question About College Attendance; The Existential Question and Low-Income Status; Developing a College-Student Identity |
Engagement With Physical SpaceCampus Size; Blending In; Section Two: The Importance and Impact of Personal Relationships; Family Relationships; Family Mythologies About College; Faculty Relationships; Nonfaculty Professional Relationships; Peer Relationships and Role Models; 4 IN THEIR OWN WORDS; Narrative One: Rosa Avila; Narrative Two: Crystal Halverson; Narrative Three: Calvin Knight; Narrative Four: Maria Bravos; Narrative Five: Erica Camacho; Narrative Six: Jessica Gomez; Narrative Seven: Jeff Peterson; Narrative Eight: Anna Gutierrez; Narrative Nine: John Hunter |
Narrative Ten: Natalie JimenezNarrative Eleven: Carlos Sosa; Narrative Twelve: Yolanda Ortiz; Narrative Thirteen: Elizabeth Ordaz; Narrative Fourteen: Phillip Hammer; 5 NARRATIVE ANALYSIS; Narratives One-Three: Avila, Halverson, and Knight; Narratives Four-Seven: Bravos, Camacho, Gomez, and Peterson; Narratives Eight-Eleven: Gutierrez, Hunter, Jimenez, and Sosa; Narratives Twelve-Fourteen: Ortiz, Ordaz, and Hammer; 6 RECOMMENDATIONS; Section One: Learning at College; Issue 1; Issue 2; Issue 3; Issue 4; Section Two: Campus Presence; Issue 5; Issue 6; Issue 7 |
Section Three: An Extended Campus Acclimation ProcessIssue 8; Issue 9; Issue 10; Issue 11; Section Four: The Importance and Impact of Personal Relationships; Issue 12; Issue 13; Issue 14; Conclusion; References; About the Author; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W; Y; Z |
|
|
|
|
|
|
Sommario/riassunto |
|
Given that first-generation students comprise over 40% of incoming freshmen, increasing their retention and graduation rates can dramatically increase an institution's overall retention and graduation rates. This book provides administrators with a plan of action to create the awareness necessary for meaningful long-term change, sets out a campus acclimation process, and provides guidelines for the necessary support structures. First-person narratives by first-generation students help the reader get to grips with the variety of ethnic and economic categories to which they belong. The book conc |
|
|
|
|
|
|
|
| |