Relevant bibliographies by topics / Radcliffe College. Class of 1998

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Academic literature on the topic 'Radcliffe College. Class of 1998'

Author: Grafiati
Published: 26 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Radcliffe College. Class of 1998"

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Stewart, Abigail J., and Joan M. Ostrove. "Social Class, Social Change, and Gender." Psychology of Women Quarterly 17, no. 4 (December 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 differences, across social class, reflected broad social changes in women's roles in terms of the rates of divorce, childbearing, level of education, and career activity. There were few social class-specific social changes, but there were a number of social class differences among the women in the Class of 1964. These differences suggested that women from working-class backgrounds viewed women's marital role with some suspicion, whereas women from middle- and upper-class backgrounds had a more positive view. Perhaps for this reason, working-class women reported that the women's movement confirmed and supported their skeptical view of middle-class gender norms.
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لطيف جبار, امجد, and رنا مظهر دخيل. "The Narrator's Search for Her Own Identity in Margaret Atwood's Surfacing." Al-Adab Journal 1, no. 124 (September 15, 2018): 49–58. http://dx.doi.org/10.31973/aj.v1i124.113.

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Margaret Eleanor Atwood is born on November 18, 1939, Ottawa, Ontario, Canada. She received her undergraduate degree from Victoria College at the University of Toronto and her master's degree from Radcliffe College. Atwood is a Canadian writer best known for her novels, which include: The Edible Woman (1969), Surfacing (1972), Lady Oracle (1976), Life Before Man (1979), Bodily Harm (1981), The Handmaid's Tale (1985), Cat's Eye (1988), The Robber Bride (1993), Alias Grace (1996) and The Blind Assassin (1998). Atwood is a famous writer, and her novels are best sold all over the world. She has been labelled as a Canadian nationalist, feminist, and even a gothic writer. She is well known internationally in the USA, Europe, and Australia. This research aims at showing throughout Surfacing, the way Atwood portraits the narrator as a woman searching for her own identity.
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Maudher Dakheel, Rana, and Amjed Lateef Jabbar. "The Narrator's Search for her Identity in Margaret Atwood's Surfacing." Al-Adab Journal 1, no. 127 (December 5, 2018): 1–12. http://dx.doi.org/10.31973/aj.v1i127.196.

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Margaret Eleanor Atwood is born on November 18, 1939, Ottawa, Ontario, Canada. She received her undergraduate degree from Victoria College at the University of Toronto and her master's degree from Radcliffe College. Atwood is a Canadian writer best known for her novels, which include: The Edible Woman (1969), Surfacing (1972), Lady Oracle (1976), Life Before Man (1979), Bodily Harm (1981), The Handmaid's Tale (1985), Cat's Eye (1988), The Robber Bride (1993), Alias Grace (1996) and The Blind Assassin (1998). Atwood is a famous writer, and her novels are best sold all over the world. She has been labelled as a Canadian nationalist, feminist, and even a gothic writer. She is well known internationally in the USA, Europe, and Australia. This research aims at showing throughout Surfacing, the way Atwood portraits the narrator as a woman searching for her own identity.
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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 (January 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 (November 2010): 706–7. http://dx.doi.org/10.1080/09540253.2010.519591.

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Trojanowski, Herman J. "The Carter Women Veterans Historical Project." North Carolina Libraries 67, no. 2 (June 15, 2009): 29. http://dx.doi.org/10.3776/ncl.v67i2.277.

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The Betty H. Carter Women Veterans Historical Project was established in 1998 at the University of North Carolina at Greensboro (UNCG) and is housed in the University Archives & Manuscripts located in Jackson Library. In the late 1990s, the Woman’s College, now UNCG, Class of 1950 Reunion Committee met with University Archivist Betty Carter to plan their upcoming 50th Class Reunion. During the meetings, there were discussions about their classmates who had attended Woman’s College on from 1946 to 1950 on the GI Bill.
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Payne-Bourcy, Laura, and Kelly Chandler-Olcott. "Spotlighting Social Class: An Exploration of One Adolescent's Language and Literacy Practices." Journal of Literacy Research 35, no. 1 (March 2003): 551–90. http://dx.doi.org/10.1207/s15548430jlr3501_2.

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Drawing on five years of data, this case study presents an exploration of the influences of social class on one adolescent's language and literacy practices as she moved from high school in an isolated rural community to college in an urban environment. The study draws on several theoretical frameworks, including multiple literacies (Gallego & Hollingsworth, 2000), Gee's (1996) theory of Discourses, and sociocultural conceptions of social class (Anyon, 1981; Fine & Weis, 1998). Although Crystal, the focal informant, was a successful learner by most conventional standards, she experienced considerable struggle to stay in school and to adopt the dominant discourses of postsecondary education. As a rural high school student, she used a variety of language and literacy practices to “pose” as middle class. When she crossed to college, some of these practices served her better than others. Ultimately, she became alienated by college courses that did not acknowledge language competencies related to her status as a working-class person and that did not allow links between her interests in popular culture and her formal assignments. Implications for practice include the following: that secondary literacy teachers make social class a more salient category for inquiry and that college instructors make deliberate attempts to learn about the preferred discourse practices of their students. The study also suggests the importance of “insider” knowledge in studying the influence of social class on literacy and the need for further research examining how learners negotiate workplace discourses after college.
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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 (March 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 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.
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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 (March 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 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.
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Dissertations / Theses on the topic "Radcliffe College. Class of 1998"

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Quirke, Linda. "Social class, finances and changes in attendance at the University of Guelph, 1987-1998." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/MQ43205.pdf.

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Books on the topic "Radcliffe College. Class of 1998"

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Radcliffe College. Class of 1968. Harvard-Radcliffe '68 thirtieth reunion questionnaire. [Cambridge, Mass.?: Harvard-Radcliffe Class of '68], 1998.

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Harvard College (1780- ). Class of 1989. Harvard and Radcliffe Class of 1989 fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 1994.

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Harvard College (1780- ). Class of 1998. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2003.

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Harvard College (1780- ). Class of 1998. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2008.

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Harvard College (1780- ). Class of 1987. Twenty-fifth anniversary report. Cambridge, [Mass.]: printed for the Class, 2012.

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Harvard College (1780- ). Class of 2001. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2011.

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Harvard College (1780- ). Class of 1996. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2001.

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Harvard College (1780- ). Class of 1992. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2002.

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Harvard College (1780- ). Class of 1994. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2004.

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Harvard College (1780- ). Class of 1991. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2001.

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Book chapters on the topic "Radcliffe College. Class of 1998"

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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, 56–77. 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 instructional device. Nevertheless, teaching on the Web is not a simple decision since most instructors typically lack vital information about the effects of various Web tools and approaches on student learning. Of course, the dearth of such information negatively impacts the extent faculty are willing to embed Web-based learning components in their classes. What Web-related decisions do college instructors face? Dozens. Hundreds. Perhaps thousands! There are decisions about the class size, forms of assessments, amount and type of feedback, location of students, and the particular Web courseware system used. Whereas some instructors will want to start using the Web with minor adaptations to their teaching, others will feel comfortable taking extensive risks in building entire courses or programs on the Web. Where you fall in terms of your comfort level as an instructor or student will likely shift in the next few years as Web courseware stabilizes and is more widely accepted in teaching. Of course, significant changes in the Web-based instruction will require advancements in both pedagogy and technology (Bonk & Dennen, 1999). Detailed below is a ten level Web integration continuum of the pedagogical choices faculty must consider in developing Web-based course components.
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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 Development 1987; Straussfogel 1997; Heartland Center for Leadership Development 1998). Rural development has represented an explicit research perspective within geography since 1982. Geographers, through their ability to integrate human and physical aspects of place, can help communities assess complex change and devise strategies to meet their goals (Stoddart 1986; Turner 1989; Abler et al. 1992). Integrated descriptions of human and physical aspects of place can benefit relationships with undergraduate students (Marshall 1991), other geographers (Bowler et al. 1992), rural development researchers in other fields, and rural development practitioners (Kenzer 1989). Geographers may be especially useful in the interdisciplinary world of sustainable development (Wilbanks 1994). The Rural Development Specialty Group began in 1982 as the result of an International Geographic Union (IGU) working group meeting in Fresno, California. The group was formed “to promote sharing of ideas and information among geographers interested in the many facets of rural development.” Richard Lonsdale (University of Nebraska) and Donald Q. Innis (State University of New York at Geneseo) were co-founders. Subsequent leaders included Vincent Miller (Indiana University of Pennsylvania), John Dietz (University of Northern Colorado), Al Larson (University of Illinois at Chicago), Paul Frederic (University of Maine at Farmington), Henry Moon (University of Toledo), Brad Baltensperger (Michigan Technological University), Karen Nichols (State University of New York at Geneseo), William Forbes (University of North Texas), and Peter Nelson (Middlebury College). The group may soon merge with the Contemporary Agriculture and Rural Land Use Specialty Group, forming a larger Rural Geography Specialty Group that will continue to provide a forum for rural development research in geography.
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Mascolo, Michael F., Kurt W. Fischer,, and Jin Li. "Dynamic Development Of Component Systems Of Emotions: Pride, Shame, And Guilt In China And The United States." In Handbook of Affective Sciences, 375–408. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195126013.003.0020.

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Abstract Three-year-old Danny and his mother are putting together the pieces of a puzzle. Danny places a piece in its correct location. Immediately, he looks up to his mother, smiles, and says “Oh! I did it!” Looking up from her work, his mother smiles and says “You did it!” Danny claps his hands, after which his mother applauds and says, “That’s great!” (Pride exhibited by U.S. child and mother). Mother asks 3-year-old Lin to sing a song for guests. After she finishes, with smiles and exaggerated expressions, the guests say, “Wonderful! You sing nicer than my child!” Mother replies, “Haihao, she is O.K. Her voice is kind of off the tune, though. But she likes to sing.” To Lin, “You did all right, but now you need more practice. Play down your success!” (Chinese mother and guests reacting to child’s song). Reactions of college students to compliments about their class presentations in science (Chen, 1993): “Thanks. I feel good about it. I’m so glad you enjoyed it” (American students). “No. It’s not that great. I didn’t do it well. I know I bored you. I’m embarrassed” (Chinese students). These vignettes depict typical emotional reactions to accomplishment in American and Chinese children and adults. In so doing, they not only show the very different ways in which socialization agents react to children’s accomplishments in the United States and China, but they also illustrate typical developmental outcomes spawned by these practices. The third set of responses described in the vignettes demonstrate differences in the ways in which American and Chinese adults respond in the context of being praised for producing worthy outcomes. The modal response in Americans is to accept praise and even to express their own pride in their accomplishments. In contrast, the modal response to praise among Chinese individuals is modest self-effacement and embarrassment (Chen, 1993). The first two vignettes suggest ways in which American and Chinese parents socialize these disparate emotional orientations. Parents of children in the United States tend to praise their children’s accomplishments and encourage positive self-expression (Mascolo & Harkins, 1998; Stipek, 1995). In contrast, in the presence of their child, Chinese parents often make effacing remarks to others about their children’s efforts. Guests and relatives, however, generally lavish praise on the child, often effacing their own children in the process.
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"cheating behavior among college students. However, unlike most studies with col-lege students, these factors were related to actual cheating frequencies across the multiple courses that students took during a target semester. METHOD Participants Participants attended a small, private liberal arts college that has had a formal honor code in effect since 1965. Anonymous surveys were mailed to a random selection of 25% of the student body in the spring semester. One hundred seventy-five stu-dents (representing approximately 9% of the student body) completed and returned the surveys (11 additional surveys were returned but were unusable), yielding a re-turn rate of 35%. Women were slightly overrepresented in the sample, at 68%, compared to 51% in the college. Participants were predominately White (90.3%). All class years were represented (26% of the sample were lst-year students, 22% were sophomores, 19% were juniors, and 33% were seniors). Measures Cheating rates. Participants reviewed 17 different cheating behaviors and indicated how many times they engaged in each behavior during the previous se-mester. The behavior list was a modified version of lists used by Gardner and Melvin (1988), Newstead et al. (1996), and Sutton and Huba (1995). It included a range of violations, such as copying from another student's exam, plagiarism, and inventing laboratory data. However, in contrast to previous studies, participants in this study reported cheating behaviors course by course. Thus, if a participant was enrolled in four courses during the target semester, the participant filled out the sur-vey four times, once for each course (to protect identities, department areas, not course names, were requested on the survey). In addition, participants indicated the frequency of each behavior by course. Motivation. Measures of mastery and extrinsic motivation were adapted from scales used by Midgley et al. (1998) and Anderman et al. (1998). These scales included measures of personal mastery motivation, personal extrinsic motivation, course mastery motivation, and course extrinsic motivation. The original scales were worded for middle school students and specified a particular subject (English or science). Our version replaced the subject indicator with a more generic descriptor, such as "course," and replaced the word "teacher" with "professor." As with the list of cheating behaviors, participants filled out a motivation scale for each course taken in the previous semester. Response options ranged from 1 (strongly disagree) to 5 (strongly agree)." In Academic Dishonesty, 22. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-2.

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Conference papers on the topic "Radcliffe College. Class of 1998"

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Noymer, Peter D., Megan U. Hazen, and S. C. Yao. "An Integrated Thermal Science Course for Third-Year Mechanical Engineering Students." In ASME 1998 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/imece1998-0636.

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Abstract A new course in the thermal science discipline was introduced in 1998 in the Mechanical Engineering Department at Carnegie Mellon University. The course was titled “Thermal Fluids Engineering” and some of the specific aims were to integrate and extend the students’ knowledge in the areas of heat transfer, thermodynamics and fluid mechanics and provide better preparation for their post-graduate endeavors. The development of this course was part of a larger curriculum re-design within both the Mechanical Engineering Department and the College of Engineering at Carnegie Mellon. The course was offered to students in the second semester of their third year, after they have taken thermodynamics, fluid mechanics and heat transfer in each of the previous three semesters. In addition to integrating the three basic thermal science disciplines, other novel aspects of this course included: a series of computational assignments in which finite-element models were applied to solve conjugate heat transfer problems; a series of laboratory experiments, one of which was used as the basis for the computational assignments; and a series of in-class “case studies” in which the students applied their integrated knowledge to the design and analysis of a complex system. Feedback from the students indicated that the integration aspect of the course was successful although there was still room for improvement in the structure and presentation of the material.
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