Thematische Bibliographien / Radcliffe College. Class of 1983

Auswahl der wissenschaftlichen Literatur zum Thema „Radcliffe College. Class of 1983“

Autor: Grafiati
Veröffentlicht am 25. Juli 2024
Zuletzt aktualisiert am 31. Juli 2024

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Zeitschriftenartikel zum Thema "Radcliffe College. Class of 1983"

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Stewart, Abigail J., und Joan M. Ostrove. „Social Class, Social Change, and Gender“. Psychology of Women Quarterly 17, Nr. 4 (Dezember 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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2

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, Nr. 1 (Januar 2010): 135–37. http://dx.doi.org/10.2202/1949-6605.6080.

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3

NEIBERGER, RICHARD E. „Are We Becoming a Two-Class Society Based on Neonatal Circumcision?“ Pediatrics 86, Nr. 6 (01.12.1990): 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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Carrie A. Kortegast und 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, Nr. 3 (2010): 422–23. http://dx.doi.org/10.1353/rhe.0.0136.

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5

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, Nr. 6 (November 2010): 706–7. http://dx.doi.org/10.1080/09540253.2010.519591.

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Gao, Zan, und Ping Xiang. „College Students’ Motivation Toward Weight Training: An Application of Expectancy-Value Model“. Journal of Teaching in Physical Education 27, Nr. 3 (Juli 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 entries in class, and their performance was determined by two skill tests. Results of the study supported the application of the expectancy-value model in the context of a college weight training class. Importance and interest were significant predictors of intention and engagement, whereas expectancy-related beliefs emerged as the only predictor of performance. Males reported higher scores on expectancy-related beliefs and performed better than females.
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Stein, Gertrude, und 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, Nr. 2 (März 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, und 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, Nr. 2 (März 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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Lind, D. Scott, und Juan C. Cendan. „Two Decades of Student Career Choice at the University of Florida: Increasingly a Lifestyle Decision“. American Surgeon 69, Nr. 1 (Januar 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 class in 1991 and then steadily declined in the 1990s to 15 per cent in the graduating class of 2002. The percentage of women entering surgical residency has remained relatively constant (20-year mean = 6.41 ± 0.77) despite a significant increase percentage of women in the graduating class (Class of 1983, 24%; Class of 2002, 55%). The percentage of graduating students entering a primary care residency has remained relatively constant (54.4 ± 1.24), whereas the number of students pursuing a “lifestyle-friendly” specialty has increased substantially over the last two decades (Class of 1983, 9%; Class of 2002, 22%). In addition the mean overall grade point average of female students entering ‘lifestyle-friendly’ specialty residencies is significantly higher than the mean overall grade point average of all students entering a surgical residency (3.61 ± 0.38 versus 3.48 ± 0.35; P < 0.05). Similar to national trends the percentage of senior medical students entering surgical residency at the University of Florida is gradually declining. Although the percentage of graduating medical students entering primary care has remained relatively constant the number of students following a lifestyle-friendly specialty has steadily increased. A disproportionately low number of graduating female medical students are entering surgical residency. By one measure of academic performance the quality of female graduates entering lifestyle-friendly specialty residencies is superior to that of students entering surgical residency. Lifestyle issues are increasingly important in student career choice decisions.
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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, Nr. 1 (Oktober 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 badminton students were matched for skill level and practiced the long and short serves according to their respective conditions at the beginning of each of six class periods. Students monitored each other’s practice sessions without significant alterations in normal class procedures. Conventional skills tests administered at the end of the semester revealed that the shortserve performance of the group receiving the highest level of contextual variety during practice was significantly superior to that of two of the other three conditions. The results are discussed in terms of possible theoretical significance for contextual-interference theory and practical relevance for physical education teachers.
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Bücher zum Thema "Radcliffe College. Class of 1983"

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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 1983. Twenty-Fifth 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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4

Harvard College (1780- ). Class of 1986. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 1996.

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Harvard College (1780- ). Class of 1987. Fifteenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2002.

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Harvard College (1780- ). Class of 1973. Fifteenth anniversary report. Cambridge, Mass: Office of the University Publisher, 1988.

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

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Harvard College (1780- ). Class of 1989. Twentieth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2009.

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Harvard College (1780- ). Class of 1987. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 1992.

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10

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

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Buchteile zum Thema "Radcliffe College. Class of 1983"

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Naas, Michael. „The Counter-Program: Syllabus“. In Class Acts, 75–92. 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 within certain educational institutions in France and his attempts to change them, either by offering alternative programs for them or by proposing alternatives to them. The chapter emphasizes the importance of the formation of GREPH (the Groupe de recherches sur l’enseignement philosophique) in 1975 and the foundation of the International College of Philosophy in 1983 for achieving these latter goals. The chapter concludes that, for Derrida, pedagogy is always a question of thinking together and combining the programmatic with the non-programmatic, a curriculum that can be prepared and taught with something that can never be prepared for or put on a syllabus.
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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, navy bride, I began teaching in still segregated Deep Creek High School serving the predominantly low-income white community of the Dismal Swamp in southeastern Virginia. Prepared as I had been by the mushy adjustment curriculum of my Indiana public schools (lots of attention to my deficient social skills, not much to strengthening my intellect), I had zipped through college. I added the teacher training sequence after I became engaged in order to have a saleable skill when I married on graduation day. My five education courses, most of which I thought academically and professionally worthless, required that I memorize the Seven Cardinal Principles, still the reigning dogma, and I did, believing they represented the fuzzy thinking I associated with public education. I lived in a totally white world, never having had a black friend, fellow student, or teacher. Under Virginia law at that time Deep Creek High School was also a totally white high school world, though surrounded by a black community. The drop-out rate was high: 140 students in eighth grade but only 40 high school seniors. When Dickie made his assertion about segregation, I was astounded both by the language and by the sentiment. We did not use such a term in my household, and, innocent that I was, I thought the Supreme Court had decided the year before in Brown v. Board of Education that public schools could not be legally segregated by race.
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Miller, Janell A., und 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, 106–31. 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 about structuring cooperative learning in an online learning environment effectively. The study took place during the first eight weeks of two tenth grade ELA courses, one standard and one honors. Findings suggest many factors influence the implementation of effective cooperative learning within the virtual ELA classroom, including student attitudes and relationships, instructional time, class size, interdependence and group accountability, task completion, and modeling and practice.
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Fang, Alex Chengyu. „Autasys: Grammatical Tagging and Cross-Tagset Mapping“. In Comparing English Worldwide, 110–24. 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 witnessed TAGGIT (Greene and Rubin, 1971), CLAWS (Marshall, 1983; Garside et al., 1987), FALSUNGA (DeRose, 1988), AGTS (Huang, 1991), and TOSCA (Oostdijk, 1991), to name just a few. Tagsets different in various aspects have also come into being, with Brown (Francis, 1980), LOB (Johansson et al., 1986), and Lund (Svartvik, 1987) as the best known. Most recently, a tagset has been designed at the Survey of English Usage (SEU), University College London (Greenbaum and Ni, 1994; Greenbaum, 1995), which has been used to annotate the one million-word British component of the International Corpus of English (ICE-GB, cf. Greenbaum, 1992).This has created an intriguing situation in corpus annotation. On the one hand, compilers of corpora vary in what they intend as the primary uses of their corpora. Grammarians, lexicographers, language teachers, and NLP researchers naturally want different information from corpus annotation: grammatical, morphological, discoursal, statistical, semantic, pragmatic, or prosodic. On the other hand, unfortunately, we have not seen any single annotation scheme that meets all these requirements. Corpora thus differently annotated according to different schemes have become ‘isolated islands’, rendering cross-corpora studies virtually impossible. Consequently, it is desirable that either a standard annotation scheme be agreed upon in this field, or flexible systems be designed that can readily adapt themselves to different annotation schemes.
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