Bibliographies thématiques / Radcliffe College. Class of 1983

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Littérature scientifique sur le sujet « Radcliffe College. Class of 1983 »

Auteur : Grafiati
Publié le 25 juillet 2024
Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Radcliffe College. Class of 1983"

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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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NEIBERGER, RICHARD E. "Are We Becoming a Two-Class Society Based on Neonatal Circumcision?" Pediatrics 86, no. 6 (1990): 1005. http://dx.doi.org/10.1542/peds.86.6.1005.

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To the Editor.— In 1975, an Ad Hoc Task Force on Circumcision of the American Academy of Pediatrics reported that "there is no absolute medical indication for routine circumcision of the newborn."1 In 1983, both the American Academy of Pediatrics and the American College of Obstetrics and Gynecology jointly published Guidelines to Perinatal Care in which routine neonatal circumcision was discouraged.2 Since 1983, many public tax-supported hospitals simply stopped performing neonatal circumcision. Circumcision is no longer an option at many major public hospitals.
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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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Gao, Zan, and Ping Xiang. "College Students’ Motivation Toward Weight Training: An Application of Expectancy-Value Model." Journal of Teaching in Physical Education 27, no. 3 (2008): 399–415. http://dx.doi.org/10.1123/jtpe.27.3.399.

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Guided by an expectancy-value model of achievement choice (Eccles et al., 1983; Wigfield & Eccles, 2000), the relationships among expectancy-related beliefs, subjective task values (importance, interest, and usefulness), and achievement outcomes (intention, engagement, and performance) were examined in a college-level beginning weight training class. A total of 156 students (73 males, 83 females) completed questionnaires assessing their expectancy-related beliefs, subjective task values, and intention for future participation. Their engagement was measured via self-recorded workout log ent
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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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Lind, D. Scott, and Juan C. Cendan. "Two Decades of Student Career Choice at the University of Florida: Increasingly a Lifestyle Decision." American Surgeon 69, no. 1 (2003): 53–55. http://dx.doi.org/10.1177/000313480306900111.

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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 c
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Wrisberg, Craig A. "A Field Test of the Effect of Contextual Variety during Skill Acquisition." Journal of Teaching in Physical Education 11, no. 1 (1991): 21–30. http://dx.doi.org/10.1123/jtpe.11.1.21.

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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
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Livres sur le sujet "Radcliffe College. Class of 1983"

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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 1983. Twenty-Fifth 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 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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Harvard College (1780- ). Class of 1973. Fifteenth anniversary report. Office of the University Publisher, 1988.

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Harvard College (1780- ). Class of 1963. Thirty-fifth anniversary report. Class Report Office, Harvard University, 1998.

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Harvard College (1780- ). Class of 1989. Twentieth anniversary report. Class Report Office, Harvard University, 2009.

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Harvard College (1780- ). Class of 1987. Fifth anniversary report. Class Report Office, Harvard University, 1992.

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Harvard College (1780- ). Class of 1963. Fortieth anniversary report. Class Report Office, Harvard University, 2003.

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Chapitres de livres sur le sujet "Radcliffe College. Class of 1983"

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Naas, Michael. "The Counter-Program: Syllabus." In Class Acts. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823298396.003.0009.

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This introduction to the second part of Class Acts, titled “The Open Seminar,” begins with an overview of Derrida’s teaching career and of his infamous “seminar” presentations, along with his own explicit reflections on pedagogy and educational institutions beginning in the mid-1970s. It shows how the young student who “never liked school,” and who continued not to like it, would nevertheless go on to spend the rest of his life in educational institutions as either a student or teacher. To explain this apparent contradiction, the chapter attempts to follow both Derrida’s willingness to work wi
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Graham, Patricia Albjerg. "Access: 1954–1983." In Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.003.0008.

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“I’ll Never go to School with a Nigger!” Dickie, an eighth grader in my social studies class, shouted vehemently as we began to discuss the Brown v. Board of Education case prohibiting segregation in public schools that the Supreme Court had decided a year before, in 1954. Dickie was right; he never did, dropping out of school two years later, before his Virginia public high school began desegregation. I was flabbergasted and appalled by Dickie’s assertion, only gradually coming to realize that my new profession, teaching, was heading on a rocky road to improvement. In September 1955, as a new
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Miller, Janell A., and Carl A. Young. "Cooperative Learning in Virtual High School English Language Arts." In Handbook of Research on Facilitating Collaborative Learning Through Digital Content and Learning Technologies. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5709-2.ch006.

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Cooperative learning (CL) has the potential to increase students' college and career readiness with benefits including higher student achievement, higher critical thinking, and greater psychological health (Johnson & Johnson, 1983, 1989; Kramarski & Mevarech, 2003; Natasi & Clements, 1991; Webb & Mastergeorge, 2003). This study explores student attitudes toward cooperative learning in two virtual high school English language arts (ELA) courses which occurred as a direct result of the COVID-19 pandemic. Employing action research methodology, the authors gained valuable insights
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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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