College Of Saint Elizabeth

The College of Saint Elizabeth is the first permanent four-year liberal arts college for women ever established in New Jersey. In over two hundred photographs, many of them published here for the first time, we can follow the story of the first hundred years of this Catholic institution, founded in 1899 by the Sisters of Charity of Saint Elizabeth. Today the founding organization continues to sponsor and participate in the growth and development of the college. As we look back with them over their first century, we can see the progress achieved through dedication to women's education and the full participation of women in society. The establishment of graduate departments in education, health care, theology, and management has helped establish Saint Elizabeth as a strong, growing community of learning in the Catholic liberal arts tradition.

This annually updated and comprehensive guide helps students and parents compare colleges within a specific geographic area (Delaware, District of Columbia, Maryland, New Jersey, Pennsylvania, Virginia, and West Virginia). Accredited regional colleges and universities are profiled with the latest information on financial aid, admissions, and student body statistics.

More than 150 colleges in the United States were founded by nuns, and over time they have served many constituencies, setting some educational trends while reflecting others. In Catholic Women's Colleges in America, Tracy Schier, Cynthia Russett, and their coauthors provide a comprehensive history of these institutions and how they met the challenges of broader educational change. The authors explore how and for whom the colleges were founded and the role of Catholic nuns in their founding and development. They examine the roots of the founders' spirituality and education; they discuss curricula, administration, and student life. And they describe the changes prompted by both the church and society beginning in the 1960s, when decreasing enrollments led some colleges to opt for coeducation, while others restructured their curricula, partnered with other Catholic colleges, developed specialized programs, or sought to broaden their base of funding. Contributors: Dorothy M. Brown, Georgetown University; David R. Contosta, Chestnut Hill College; Jill Ker Conway, Massachusetts Institute of Technology; Carol Hurd Green, Boston College; Monika K. Hellwig, Association of Catholic Colleges and Universities; Karen Kennelly, president emerita of Mount Saint Mary's College, Los Angeles; Jeanne Knoerle, president emerita of Saint Mary-of-the-Woods College; Thomas M. Landy, College of the Holy Cross; Kathleen A. Mahoney, Humanitas Foundation; Melanie M. Morey, Leadership and Legacy Associates, Boston; Mary J. Oates, Regis College; Jane C. Redmont, Graduate Theological Union in Berkeley; Cynthia Russett, Yale University; Tracy Schier, Boston College.

The Future of Aging book presents answers and opportunities to rich and provocative questions related to aging. Each of the books 5 chapters highlights a key aspect of the experience of aging, then explores the challenges and opportunities that an individual or organization might encounter when working with older adults to build a better future. Though each chapter can be read on its own, the book itself represents the richness and complexity of what it means to get older. Together, these chapters reflect a holistic understanding of aging--one in which community, healthcare, technology, identity, and financial well-being are not siloed, but are viewed instead as entangled threads that hold equal importance for building a better future of aging. Chapter 1: Aging and Community The future of health is home. Let's design new communities centered around the home where older adults are empowered to share their skills and participate in activities. This keeps older adults engaged and energized and helps them live happier, healthier lives. Chapter 2: Health Interventions Help older adults embrace the benefits of health care interventions by making them appealing and beneficial - win/win. Let's combat unwelcome physical and psychological changes and negative stereotypes that come with aging by empowering older adults with the vision of what's possible. Chapter 3: Gerontechnology It's not 'What's the matter with you?' it's 'What matters to you?'. Devices, tools and other technological interventions need to be the ultimate in accessibility, customization and simplicity. Insisting older adults be full participants in the design process will exponentially improve uptake and adoption. Older adults see technology in the same way that many young people do -- as a portal to wider worlds, social and otherwise, that are not available in their immediate surroundings. Chapter 4: Economic Contexts Design financial products to be flexible enough to be applied in a variety of circumstances. All people value being recognized for what they have built, supported, or contributed to. Older people benefit from the enhanced social status or more practical outcomes that could come with this recognition. Chapter 5: Identity Challenge the cultural norms and stereotypes that underpin ageism and other forms of discrimination and urge media and other cultural institutions to showcase a realistically diverse range of older adults. Facilitate the participation of older people in workplaces, recreational spaces, schools, and/or other private and public institutions.

For well over a half century, American Universities and Colleges has been the most comprehensive and highly respected directory of four-year institutions of higher education in the United States. A two-volume set that Choice magazine hailed as a most important resource in its November 2006 issue, this revised edition features the most up-to-date statistical data available to guide students in making a smart yet practical decision in choosing the university or college of their dreams. In addition, the set serves as an indispensable reference source for parents, college advisors, educators, and public, academic, and high school librarians. These two volumes provide extensive information on 1,900 institutions of higher education, including all accredited colleges and universities that offer at least the baccalaureate degree. This essential resource offers pertinent, statistical data on such topics as tuition, room and board; admission requirements; financial aid; enrollments; student life; library holdings; accelerated and study abroad programs; departments and teaching staff; buildings and grounds; and degrees conferred. Volume two of the set provides four indexes, including an institutional Index, a subject accreditation index, a levels of degrees offered index, and a tabular index of summary data by state. These helpful indexes allow readers to find information easily and to make comparisons among institutions effectively. Also contained within the text are charts and tables that provide easy access to comparative data on relevant topics.

Lists more than 1,600 colleges and universities and provides information about admissions and academic programs.