Relevant bibliographies by topics / Radcliffe College. Class of 1997

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Academic literature on the topic 'Radcliffe College. Class of 1997'

Author: Grafiati
Published: 25 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "Radcliffe College. Class of 1997"

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Stewart, Abigail J., and Joan M. Ostrove. "Social Class, Social Change, and Gender." Psychology of Women Quarterly 17, no. 4 (1993): 475–97. http://dx.doi.org/10.1111/j.1471-6402.1993.tb00657.x.

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This article explores the implications of social class background in the lives of women who attended Radcliffe College in the late 1940s and in the early 1960s. Viewing social classes as “cultures” with implications for how individuals understand their worlds, we examined social class background and cohort differences in women's experiences at Radcliffe, their adult life patterns, their constructions of women's roles, and the influence of the women's movement in their lives. Results indicated that women from working-class backgrounds in both cohorts felt alienated at Radcliffe. Cohort differen
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Barratt, Will. "Review of Working-Class Students at Radcliffe College, 1940-1970: The Intersection of Gender, Social Class, and Historical Context." Journal of Student Affairs Research and Practice 47, no. 1 (2010): 135–37. http://dx.doi.org/10.2202/1949-6605.6080.

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Carrie A. Kortegast and Florence A. Hamrick. "Working-Class Students at Radcliffe College, 1940–1970: The Intersection of Gender, Social Class, and Historical Contexts (review)." Review of Higher Education 33, no. 3 (2010): 422–23. http://dx.doi.org/10.1353/rhe.0.0136.

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Redmond, Jennifer. "Working class students at Radcliffe College, 1940–1970: the intersection of gender, social class, and historical context, by Jennifer O’Connor Duffy." Gender and Education 22, no. 6 (2010): 706–7. http://dx.doi.org/10.1080/09540253.2010.519591.

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Storey, J. Benton. "The Use of Interactive Television in Expanding the Teaching Mission of the Land-grant University." HortScience 32, no. 3 (1997): 527D—527. http://dx.doi.org/10.21273/hortsci.32.3.527d.

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The Trans Texas Video Conference Network (TTVN) has been linked to all Texas A&M Univ. campuses and most of the Regional Research and Extension Centers. The College of Agriculture and Life Sciences has funded an aggressive project of establishing TTVN class rooms in many departments across the College Station campus, including The Horticultural Science Dept. in 1997. The first two Hort courses taught were HORT 422 Citrus and Subtropical Fruits in Fall 1996 and HORT 418 Nut Culture in Spring 1997. This extended the class room 400 miles south to Weslaco, 300 miles north to Texarkana and Dall
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Stein, Gertrude, and Amy Feinstein. "The Modern Jew Who Has Given Up the Faith of His Fathers Can Reasonably and Consistently Believe in Isolation." PMLA/Publications of the Modern Language Association of America 116, no. 2 (2001): 416–28. http://dx.doi.org/10.1632/pmla.2001.116.2.416.

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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
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Stein, Gertrude, and Amy Feinstein. "The Modern Jew Who Has Given Up the Faith of His Fathers Can Reasonably and Consistently Believe in Isolation." Publications of the Modern Language Association of America 116, no. 2 (2001): 416–28. http://dx.doi.org/10.1632/s0030812900105309.

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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
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8

Luetkemeier, Maurie J., John E. Davis, and J. Brian Hancock II. "Long-Term Impact of Living and Learning at High Altitude: An Altitude Physiology Class for Undergraduate Students." Education Sciences 12, no. 2 (2022): 112. http://dx.doi.org/10.3390/educsci12020112.

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Alma College initiated an Altitude Physiology class in 1997 devoted to living and learning at high altitude (3440 m). The class incorporated several key elements of High-Impact Educational Practice including a strong student-research component and collaborative groups assignments. A retrospective survey was administered to alumni of the class to determine its long-term impact. Student responses ranged from “agree” to “strongly agree” with statements regarding the class’s impact on positive learning outcomes such as critical thinking, knowledge acquisition, synthesis of knowledge, and understan
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Wang, L. Ling-chi. "“Not in Your Backyard!”: A Community Struggle for the Rights of Immigrant Adult Education in San Francisco’s Chinatown." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 2 (2009): 1–32. http://dx.doi.org/10.36650/nexus7.2_1-32_wang.

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This article is a case study of a protracted struggle to establish a branch campus of the San Francisco Community College in Chinatown for thousands of immigrants and working-class adults, focusing mostly on the period since 1997 when the community was slowly politicized and mobilized to fight for their educational rights. Although educational researchers continue to pay close attention to Asian American fights against discriminatory admission policies among the nation’s top colleges and universities, an urgent need to pay more scholarly and political attention to the neediest, poorest, and po
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Masters, Julie L. "Thursdays With Morrie: The Use of Contemporary Literature in a Death and Dying Course." OMEGA - Journal of Death and Dying 47, no. 3 (2003): 245–52. http://dx.doi.org/10.2190/7ba2-7vvp-1dun-lerk.

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Educating college students about death and dying can be a difficult task when their experiences have been limited to trivial encounters through television and movies. The use of a book such as Tuesdays with Morrie (Albom, 1997) in a course on death and dying offers both college age traditional and older non-traditional students an opportunity to become acquainted with the dying process and to confront contemporary issues such as the September 11th tragedy in a non-threatening manner. This article describes the method in which this book has been incorporated into a death and dying course, a sam
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Books on the topic "Radcliffe College. Class of 1997"

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Harvard College (1780- ). Class of 1997. Fifth anniversary report. Class Report Office, Harvard University, 2002.

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Harvard College (1780- ). Class of 1987. Twenty-fifth anniversary report. printed for the Class, 2012.

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Harvard College (1780- ). Class of 1967. Twentieth anniversary report. Office of the University Publisher, 1987.

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Harvard College (1780- ). Class of 1996. Fifth anniversary report. Class Report Office, Harvard University, 2001.

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Harvard College (1780- ). Class of 1998. Fifth anniversary report. Class Report Office, Harvard University, 2003.

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Harvard College (1780- ). Class of 1992. Tenth anniversary report. Class Report Office, Harvard University, 2002.

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Harvard College (1780- ). Class of 1987. Fifteenth anniversary report. Class Report Office, Harvard University, 2002.

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Harvard College (1780- ). Class of 1994. Tenth anniversary report. Class Report Office, Harvard University, 2004.

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Harvard College (1780- ). Class of 1991. Tenth anniversary report. Class Report Office, Harvard University, 2001.

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Harvard College (1780- ). Class of 1999. Fifth anniversary report. Class Report Office, Harvard University, 2004.

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Book chapters on the topic "Radcliffe College. Class of 1997"

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Forbes, William, and Sylvia-Linda Kaktins. "Rural Development." In Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0034.

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Rural development could be defined simply as economic development in rural areas. However, practitioners and researchers find rural development involves more than mere economic strategies. Many rural communities struggle with changes from resource extractive to service-based economies, along with cultural impacts of globalization (Harrington 1995; Ewert 1997). Rural development in response is becoming integrative like geography, considering class structure, community values, natural resources, social capital, sustainability, and regional and global forces (World Commission on Environment and D
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Bonk, Curtis J., Jack A. Cummings, Norika Hara, Robert B. Fischler, and Sun Myung Lee. "A Ten-Level Web Integration Continuum for Higher Education." In Instructional and Cognitive Impacts of Web-Based Education. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-59-9.ch004.

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Owston (1997, p. 27) pointed out that, “Nothing before has captured the imagination and interests of educators simultaneously around the globe more than the World Wide Web.” Other scholars claim that the Web is converging with other technologies to dramatically alter most conceptions of the teaching and learning process (Bonk & Cunningham, 1998; Duffy, Dueber, & Hawley, 1998; Harasim, Hiltz, Teles, & Turoff, 1995). From every corner of one’s instruction there lurk pedagogical opportunities—new resources, partners, courses, and markets—to employ the World Wide Web as an instructiona
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Conference papers on the topic "Radcliffe College. Class of 1997"

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Huang, Lihua, Yuefang Wang, and Feng Jiang. "Innovation in Engineering Mechanics Course Instructions: A Novel Practice." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61071.

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The course innovation in Engineering Mechanics in the Civil and Hydraulic Engineering Department, Dalian University of Technology is reviewed in this paper. For several decades, a complete system of mechanics teaching has been built up in the University. However, some drawbacks have appeared showing the system not apt to the information-technology age. In order to improve the teaching of Mechanics subjects and make it more suitable for the modern college education, a course innovation has been carried out since 1997 in the Civil and Hydraulic Engineering Department. The innovation includes the
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