Bibliografías temáticas / Radcliffe College. Class of 1988

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Literatura académica sobre el tema "Radcliffe College. Class of 1988"

Autor: Grafiati
Publicado: 25 de julio de 2024
Última modificación: 31 de julio de 2025

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Artículos de revistas sobre el tema "Radcliffe College. Class of 1988"

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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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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 (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
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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 (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
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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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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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Reback, Randall. "Entry Costs and the Supply of Public School Teachers." Education Finance and Policy 1, no. 2 (2006): 247–65. http://dx.doi.org/10.1162/edfp.2006.1.2.247.

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This article examines the impact of entry costs on the likelihood that recent college graduates will become public school teachers. I combine Barron's ratings of college selectivity, data on the types of teacher certification programs offered by colleges, and NELS data that track members of the high school class of 1988 into college and into the workforce. Restricting the sample to individuals who were not considering teaching careers when they were high school seniors, I estimate the marginal effect of the availability of undergraduate teacher certification programs on the likelihood that the
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Burhanudin, Asep. "Incorporating Paragraph Punch into EFL Writing Class." ELT in Focus 1, no. 1 (2018): 24–39. http://dx.doi.org/10.35706/eltinfc.v1i1.1332.

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This study aims at revealing the implementation of the use of video in teaching speaking skill. It involves twenty nine junior high school students, one English teacher, and two college students. The research method of this study is classroom action research (Kemmis and McTaggart 1988, cited in Burns, 2010) using observation and interview as data collection techniques. The gained data are then analyzed qualitatively. Findings present that the use of video can be beneficial for the teacher in teaching speaking skill, especially for the aspect of pronunciation (Stempleski, 1990, further discusse
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Tesis sobre el tema "Radcliffe College. Class of 1988"

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Cassell, Donna Elizabeth. "Career development outcomes of college student involvement in out- of-class activities: a liberal arts and sciences alumni follow-up study." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53925.

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Career development theory suggests that the exploration process, an important stage of early adulthood, is facilitated by meaningful involvement in a variety of activities. This theoretical tenet is widely accepted, yet little empirical evidence exists to demonstrate the extent to which exploratory behaviors, as exhibited in undergraduate involvement in out-of-class activities, serve to enhance the career development process and, consequently, the quality of occupational choice after graduation. The purpose of this study was therefore to analyze the degree to which college student involvement
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Libros sobre el tema "Radcliffe College. Class of 1988"

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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 1988. Fifteenth anniversary report. Class Report Office, Harvard University, 2003.

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Harvard College (1780- ). Class of 1988. Fifth anniversary report. Class Report Office, Harvard University, 1993.

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Harvard College (1780- ). Class of 1988. Tenth anniversary report. Class Report Office, Harvard University, 1998.

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Harvard College (1780- ). Class of 1988. Twentieth anniversary report. Class Report Office, Harvard University, 2008.

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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 1998. Fifth anniversary report. Class Report Office, Harvard University, 2003.

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Harvard College (1780- ). Class of 1986. Tenth anniversary report. Class Report Office, Harvard University, 1996.

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

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Capítulos de libros sobre el tema "Radcliffe College. Class of 1988"

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Fang, Alex Chengyu. "Autasys: Grammatical Tagging and Cross-Tagset Mapping." In Comparing English Worldwide. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198235828.003.0009.

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Abstract Ever since the advent of the first computer linguistic corpus in the 1960s, linguists and computer programmers have been working on the annotation of material thus stored. Word-class tagging, the assignment of an unambiguous indication of the grammatical word class to each word in a text, has been in great demand, not only in lexicographical and grammatical studies, but also in natural language processing (NLP), an area where the corpus-based, or more specifically, probabilistic approach is becoming increasingly popular. Taggers have flourished and the past twenty years or so have wit
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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. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-2.

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