Relevant bibliographies by topics / Radcliffe College. Class of 2004

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  1. Journal articles
  2. Dissertations / Theses
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  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Radcliffe College. Class of 2004'

Author: Grafiati
Published: 28 July 2024
Last updated: 12 July 2025

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Journal articles on the topic "Radcliffe College. Class of 2004"

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Eisenmann, Linda. "Jennifer O'Connor Duffy. Working-Class Students at Radcliffe College, 1940–1970: The Intersection of Gender, Social Class, and Historical Context. Lewiston, NY: The Edwin Mellen Press, 2008. 205 pp. Hardcover $109.95." History of Education Quarterly 49, no. 3 (2009): 382–85. http://dx.doi.org/10.1111/j.1748-5959.2009.00215.x.

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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 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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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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Shahzadi, Namra, Nimra Bibi, Waqas Ali Khan, and Muneeb Ahmed Toor. "Mapping the Relationship Between Parental Authority, Cessation of Innovation and Emotional Empathy Among College Students." Journal of Asian Development Studies 12, no. 3 (2023): 1650–59. http://dx.doi.org/10.62345/jads.2023.12.3.132.

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The current study examined the connections between parental authority, cessation of innovation, and emotional empathy among students. College students (300) completed questionnaires utilizing convenient sampling. The parental authority questionnaire (PAQ), Urdu version by Shaiza Khalid (2004), was used in the current study to investigate parenting styles. The creative behaviour inventory (CBI), developed by Hocevar(1979), was translated into Urdu by the researcher and was used to examine the discontinuation of innovation in the current study. The emotional empathy scale (EES) in Urdu by Ashraf (2004)was utilized toto investigate the emotional empathy variable. Participants in the study were first-, second-, third-- ---, and fourth-year college students. Male college students comprised 47.7% of the sample, while female students comprised 55.3%. The study's findings indicate that males exhibited higher levels of emotional empathy than females. Based on socioeconomic background, upper-class members exhibit high levels of inventiveness, whereas middle-class members have high levels of emotional empathy. College-age males score well on parental authority. Additionally, research indicates that parental authority negatively impacts both creativity and emotional empathy among college students. To extend the generalized ability, future research should expand the population size. And the geographical area of the study can be developed.
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Yaoqin, Zhang. "The construction of the “College English creative writing workshop” as the second class." International Journal of Chinese Education 12, no. 2 (2023): 2212585X2311794. http://dx.doi.org/10.1177/2212585x231179480.

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College English is a compulsory public basic course for non-English majors in Chinese universities, it is also called “Public English” for undergraduates. Since the Ministry of Education of China formulated the College English Curriculum Requirements (hereinafter referred to as the “Curriculum Requirements”) on January 2, 2004, a series of reforms in College English teaching have been carried out by Chinese universities in accordance with the social demands. Based on the theory of constructivism, the present study constructs the second class of College English by learning from the “English creative writing workshops” which has been flourished in European and American universities. After a semester of piloted teaching, it found that the College English creative writing workshop, as the second class, not only is a beneficial supplement to the conventional College English class, but also has a significant effect on improving the English writing ability of non-English majors. In addition, it’s teaching mode is also very effective in cultivating students’ innovative thinking ability, practical ability and autonomous learning ability. The study has certain practical value in promoting the localization of creative writing in local Chinese universities, as well as in cultivating college students’ ability to tell Chinese stories well.
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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 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 (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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Kerwin-Boudreau, Susan. "Designing a Robot’s Brain: An In-Class Learning Task." LEARNing Landscapes 5, no. 1 (2011): 141–48. http://dx.doi.org/10.36510/learnland.v5i1.537.

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In this article I discuss a learning task adapted for the college classroom in which students learn about the parts and functions of the brain by designing a robot’s brain. This task is based on a four-phase model (engage, inform, practice, and feedback) of instructional design outlined by McAlpine (2004). I describe the four phases in relation to this learning task and provide samples of student feedback. I conclude with a discussion of how this model maximizes student learning.
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Dissertations / Theses on the topic "Radcliffe College. Class of 2004"

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Thaden, Lyssa Luise. "An integrated approach to capital effects analysis of college going for the class of 2004 /." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/l_thaden_042310.pdf.

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Cheng, Pei-Chuan. "Integrating online peer reviews into a college writing class in Taiwan." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3354897.

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Thesis (Ph.D.)--Indiana University, Language Education, 2009.<br>Title from PDF t.p. (viewed on Feb 4, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1205. Adviser: Faridah Pawan.
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Ryan, Helen-Grace. "Class matters the experiences of female college students in a Greek-letter organization /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386718.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2009.<br>Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4598. Adviser: George Kuh.
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Stuber, Jenny M. "Within the walls and among the students how white working- and upper-middle-class college students make sense of social class /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223041.

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Thesis (Ph.D.)--Indiana University, Dept. of Sociology, 2006.<br>"Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2345. Advisers: Pamela B. Walters; Donna Eder.
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Sitthitikul, Pragasit. "Situated language learning practices in an EFL reading class : case studies of six college students /." 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223719.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2514. Adviser: Mark Dressman. Vita. Printout. Includes bibliographical references (leaves 235-243) Available on microfilm from ProQuest Information and Learning.
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Youssef, Lamiaa S. "An examination of a course-integrated evaluation system in a junior college class toward a learner-centered evaluation of instruction /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3238138.

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Books on the topic "Radcliffe College. Class of 2004"

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Harvard College (1780- ). Class of 2004. Fifth anniversary report. Class Report Office, Harvard University, 2009.

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Harvard College (1780- ). Class of 2000. Fifth anniversary report. Class Report Office, Harvard University, 2005.

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Harvard College (1780- ). Class of 2001. Tenth anniversary report. Class Report Office, Harvard University, 2011.

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Harvard College (1780- ). Class of 2005. Fifth anniversary report. Class Report Office, Harvard University, 2010.

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Faust, Drew Gilpin. Mingling promiscuously: A history of women and men at Harvard, a lecture. Radcliffe Institute for Advanced Study, Office of the Dean, 2001.

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Radcliffe College. Class of 1968. Harvard-Radcliffe '68 thirtieth reunion questionnaire. 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. Class Report Office, Harvard University, 1994.

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Harvard College (1780- ). Class of 1955. Harvard and Radcliffe 1955: Poems by members and friends : sixtieth reunion. Harvard and Radcliffe Classes of 1955, 2015.

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

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College, Radcliffe, ed. Thirty-fifth anniversary report. Class Report Office, Harvard University, 2000.

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Book chapters on the topic "Radcliffe College. Class of 2004"

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Curtis, John. "David Oates 1927–2004." In Proceedings of the British Academy, Volume 153 Biographical Memoirs of Fellows, VII. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264348.003.0014.

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David Oates (1927–2004), a Fellow of the British Academy, was a distinguished Mesopotamian archaeologist whose name is closely associated with three of the best-known sites in the Middle East: Nimrud, Tell al-Rimah, and Tell Brak. He was a fellow of Trinity College at the University of Cambridge and Lecturer in Archaeology from 1957 to 1965, as well as Director of the British School of Archaeology in Iraq from 1965 to 1969 and Professor of Western Asiatic Archaeology at the Institute of Archaeology, University of London, from 1969 to 1982. In some ways, Oates was a product of the same tradition that had spawned eminent predecessors such as Sir Leonard Woolley and Sir Max Mallowan, but he brought to his task a keen appreciation of ancient languages and cultures, a sharp eye for the interpretation of ancient architecture, and a good understanding of political, social, and economic history and their relevance to archaeological enquiry. At Cambridge he had a brilliant career, reading classics and then archaeology, and graduating in 1948 with first-class honours.
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Schmidt, Kathleen V. "The Paradox of Equal Access." In Handbook of Research on E-Learning Applications for Career and Technical Education. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-739-3.ch037.

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Distance education is defined as a system that can provide access to people who – because of work commitments, personal and/or social circumstances, geographical distance or poor quality or inadequate prior learning experiences – do not have the opportunity to study full time (Badat, 2004). It is seen as a way to correct inequalities, improving access to higher education for poorer or disadvantaged students. However, though distance education is seen as a feasible approach to achieve universal access for populations that might not otherwise receive a college education this chapter argues instead that universal access is just a form of rhetoric by which cultural social class and inequities are reinforced and reproduced (Bourdieu &amp; Passeron, 1990).
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Almond, Maureen. "Horace on Teesside." In Living Classics. Oxford University PressOxford, 2009. http://dx.doi.org/10.1093/oso/9780199233731.003.0002.

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Abstract The poems I present here are from my collection, The Works (Almond 2004) which is the story of one community in working-class Teesside set against the backdrop of the end of the Second World War. Of the fifty-two poems in the collection, seventeen are recontextualizations of the Epodes of Horace. I was introduced to the work of Horace in 2003, while reading my Ovidian poems from Oyster Baby (Almond 2002) at Corpus Christi College, Oxford. It was an opportune time because I was looking for a theme for my next collection. Over the years, I had written several poems which were largely autobiographical, but I had resisted pursuing these on the basis that I should perhaps be moving away from the autobiographical and on to poems which I could regard as more creative.
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Conference papers on the topic "Radcliffe College. Class of 2004"

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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 following perspectives: the construction of a new Mechanics teaching system, the adoption of new teaching methods, the edition of textbooks and the enforcement of experiments and practices. After a long time of practice, a new teaching system has been formulated and a much class time has been saved. Meanwhile, the qualification-oriented education rather than the examination-oriented education is emphasized. It is demonstrated that students benefit from this course innovation for not only mastering the knowledge from textbooks better, but also for greatly improving their abilities of analyzing and solving engineering problems.
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