Academic literature on the topic 'Radcliffe College. Class of 1983'

Gertrude stein wrote the twenty-five-page manuscript “the modern jew who has given up the faith of his fathers can reasonably and consistently believe in isolation” for a composition class at Radcliffe College in 1896, when she was twenty-two years old. The essay is distinctly occasional and reads like an early work. It is, nonetheless, one of the few known pieces in which Stein treats directly the question of Jewish identity and the only one to link that question to a specifically political description of the public sphere. The manuscript thus sheds a remarkable light on a number of the most contested questions in studies of Stein's life and works—the problem of her later protofascist political allegiances, of her sense of her exiled Americanness, and of her treatment of writing as an asemantic medium for sketching mobile identities.

Gertrude stein wrote the twenty-five-page manuscript “the modern jew who has given up the faith of his fathers can reasonably and consistently believe in isolation” for a composition class at Radcliffe College in 1896, when she was twenty-two years old. The essay is distinctly occasional and reads like an early work. It is, nonetheless, one of the few known pieces in which Stein treats directly the question of Jewish identity and the only one to link that question to a specifically political description of the public sphere. The manuscript thus sheds a remarkable light on a number of the most contested questions in studies of Stein's life and works—the problem of her later protofascist political allegiances, of her sense of her exiled Americanness, and of her treatment of writing as an asemantic medium for sketching mobile identities.

Recently, there has been a decrease in the number of graduating U.S. medical students entering surgical residency. Therefore the purpose of this study was to examine student career choice over the last two decades (1982–2002) at the University of Florida. Residency match and academic performance data for the University of Florida medical school graduates from 1982 through 2002 were obtained from the College of Medicine's Offices of Student Affairs and Education. The percentage of medical students pursuing a career in surgery rose slightly in the 1980s to peak at 22 per cent of the graduating class in 1991 and then steadily declined in the 1990s to 15 per cent in the graduating class of 2002. The percentage of women entering surgical residency has remained relatively constant (20-year mean = 6.41 ± 0.77) despite a significant increase percentage of women in the graduating class (Class of 1983, 24%; Class of 2002, 55%). The percentage of graduating students entering a primary care residency has remained relatively constant (54.4 ± 1.24), whereas the number of students pursuing a “lifestyle-friendly” specialty has increased substantially over the last two decades (Class of 1983, 9%; Class of 2002, 22%). In addition the mean overall grade point average of female students entering ‘lifestyle-friendly’ specialty residencies is significantly higher than the mean overall grade point average of all students entering a surgical residency (3.61 ± 0.38 versus 3.48 ± 0.35; P < 0.05). Similar to national trends the percentage of senior medical students entering surgical residency at the University of Florida is gradually declining. Although the percentage of graduating medical students entering primary care has remained relatively constant the number of students following a lifestyle-friendly specialty has steadily increased. A disproportionately low number of graduating female medical students are entering surgical residency. By one measure of academic performance the quality of female graduates entering lifestyle-friendly specialty residencies is superior to that of students entering surgical residency. Lifestyle issues are increasingly important in student career choice decisions.

Laboratory research in motor behavior has consistently demonstrated higher transfer when practice occurs under conditions of high contextual interference/variety (e.g., Lee & Magill, 1983; Shea & Morgan, 1979). In the present study, an attempt was made to determine whether contextual variety could be easily incorporated into a physical education class setting and whether it produced a significant influence on final skills-test performance. Four practice schedules differing in the amount of contextual variety were administered during a regular college physical education class. Beginning badminton students were matched for skill level and practiced the long and short serves according to their respective conditions at the beginning of each of six class periods. Students monitored each other’s practice sessions without significant alterations in normal class procedures. Conventional skills tests administered at the end of the semester revealed that the shortserve performance of the group receiving the highest level of contextual variety during practice was significantly superior to that of two of the other three conditions. The results are discussed in terms of possible theoretical significance for contextual-interference theory and practical relevance for physical education teachers.