Relevant bibliographies by topics / Radcliffe College. Class of 1962

Academic literature on the topic 'Radcliffe College. Class of 1962'

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Published: 25 July 2024

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Journal articles on the topic "Radcliffe College. Class of 1962"

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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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Delmont, Matthew. "Working Toward a Working-Class College: The Long Campaign to Build a Community College in Philadelphia." History of Education Quarterly 54, no. 4 (November 2014): 429–64. http://dx.doi.org/10.1111/hoeq.12078.

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In the Fall of 1962, high school seniors Leon Zachery and Deitra Caul submitted applications for the Philadelphia City Scholarship competition. Both students excelled in high school, but both Zachery, whose mother worked in childcare, and Caul, whose mother did clerical work for the Presbyterian Life Magazine, feared that without outside assistance they would not be able to afford college tuition. In the letter supporting his application, Zachery's biology teacher at West Philadelphia high school described him as a “serious young man” who “knows a great deal about various subjects that is not required study… [and] seems to have become well-read from his intensive study.” “He is an exceptional boy [who] I feel should go to college or it would be a dreadful waste,” the teacher concluded. Caul's guidance counselor, William Cannady, offered a similar appraisal. Cannady, one of the first black high school teachers in Philadelphia, noted that Deitra Caul graduated first in her class at Gratz high school and “participated extensively in extra-curricular activities without any loss in academic status.” “It would be tragic,” Cannady wrote, “if Miss Caul had to forgo college because of a lack of finances.” With stellar academic records and demonstrated financial need, Zachery and Caul were among the forty-nine City Scholarship winners in 1962–1963, and the only two African-American students so selected.
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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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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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Seiler, Cotten. "Editorial." Transfers 12, no. 2 (June 1, 2022): 1–2. http://dx.doi.org/10.3167/trans.2022.120201.

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There is a humorous old anecdote, told perhaps to greatest effect by the American novelist David Foster Wallace (1962–2006) to open his speech to the graduating class of Kenyon College in 2003: There are these two young fish swimming along, and they happen to meet an older fish swimming the other way, who nods at them and says, “Morning, boys, how's the water?” And the two young fish swim on for a bit, and then eventually one of them looks over at the other and then goes, “What the hell is water?”
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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 (August 2009): 382–85. http://dx.doi.org/10.1111/j.1748-5959.2009.00215.x.

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Albright, Ann Cooper. "Situated Dancing: Notes from Three Decades in Contact with Phenomenology." Dance Research Journal 43, no. 2 (2011): 5–18. http://dx.doi.org/10.1017/s0149767711000027.

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I began to study philosophy at the same time that I began to study dance, at college in the early 1980s. Both of these choices surprised me at first, as I had originally planned to study politics and become a civil rights lawyer after college. I see now that these two areas of inquiry were routes toward figuring out how to bridge the divides between my academic self and my increasingly explosive physicality. Figuratively as well as literally divided into day and night, my academic experience and the club scene I thrived in were separated by geographic distance and differing class values—a study in the cultural bifurcation produced by the hierarchies of brain and brawn. But these body/mind boundaries were always porous for me, and they became increasingly so as I explored the epistemological origins of the Cartesian split in my survey of Western philosophy course while also taking my first modern dance class. My desire was to become both verbally and physically articulate, and I savored those moments when vague impulses or ideas found the right expressive gesture or crucial wording. By the time I was a senior, I was choreographing a quartet and writing a thesis on Maurice Merleau-Ponty's Phenomenology of Perception (1962). Somewhere along the way, philosophy and dance leaned into one another, beginning a duet that would lead to a life spent thinking and moving.
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Books on the topic "Radcliffe College. Class of 1962"

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Harvard College (1780- ). Class of 1962. Forty-fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2007.

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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 1968. Thirtieth anniversary report. Cambridge, Mass: Class Report Office, Harvard University, 1998.

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Harvard College (1780- ). Class of 1966. Thirty-fifth anniversary report. Cambridge, Mass: Class Report Office, Harvard University, 2001.

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Harvard College (1780- ). Class of 1968. Fortieth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2008.

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Harvard College (1780- ). Class of 1969. Twenty-fifth anniversary report. Cambridge, Mass: Office of the University Publisher, 1994.

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

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College, Radcliffe, ed. Twenty-fifth anniversary report. Cambridge, [Mass: Office of the University Publisher, 1990.

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Harvard College (1780- ). Class of 1966. Twenty-fifth anniversary report. Cambridge, Mass: Office of the University Publisher, 1991.

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Harvard College (1780- ). Class of 1967. Thirtieth anniversary report. Cambridge, Mass: Crimson Printing Co., 1997.

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Book chapters on the topic "Radcliffe College. Class of 1962"

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Mussman, Denise Carpenter, and Venicia F. McGhie. "Increasing Retention of Linguistically-Disadvantaged College Students in South Africa." In Beyond Language Learning Instruction, 146–80. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1962-2.ch007.

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This chapter discusses a two-week pre-semester course in English academic language skills to improve learning outcomes of second and additional English language speaking students at a historically Black university in South Africa, a country that faces tremendous challenges with educational inequities. Prof. Venicia McGhie created and organized the program, and Dr. Denise C. Mussman taught the course content. This chapter reports on and discusses the challenges that cause many students to fail or dropout of higher education studies, the curriculum of the pilot course, assessment results, and written feedback from students on which lessons helped them most. The smaller class size, speaking activities, and explicit lessons on grammar and writing all contributed positively to the self-efficacy of the students.
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Rosen, Richard A., and Joseph Mosnier. "Julius Chambers Emerges." In Julius Chambers. University of North Carolina Press, 2016. http://dx.doi.org/10.5149/northcarolina/9781469628547.003.0003.

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This chapter recounts Julius Chambers's achievements during college, graduate school, and law school. After graduating summa cum laude from North Carolina College for Negroes and obtaining his masters degree in history at the University of Michigan, Chambers was admitted to the University of North Carolina School of Law, desegregated the prior decade by federal court order over the forceful objections of University and North Carolina officials. Chambers, despite being ranked 112th among the 114 students admitted to the Class of 1962 and notwithstanding a generally unwelcoming, often hostile atmosphere at the Law School and on campus, became editor-in-chief of the Law Review and graduated first in his class. This chapter also details Chambers's marriage to Vivian Giles and the couple's decision to move to New York City when, after no North Carolina law firm would grant Chambers a job interview, Columbia Law School quickly stepped forward with the offer of a one-year fellowship.
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Dugan, Katherine. "#MishLife." In Millennial Missionaries, 1–26. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190875961.003.0001.

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This chapter introduces the socio-cultural milieu of millennial-generation Catholic missionaries in the United States. It describes the twenty-first century college culture that missionaries know well and the Catholic subculture that surrounds FOCUS. Missionaries are also situated on a US Catholic landscape still wrestling with interpretations of the Second Vatican Council (Vatican II, 1962–65). Demographically, these missionaries are predominantly white millennials and from the middle class. They are also “emerging adults” in the midst of a transition-filled stage of life. This introduction previews how missionaries’ prayer practices shape their Catholicism and concludes with a survey of the research methods used and the book’s historically informed ethnographic approach to Catholicism in the United States.
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Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0017.

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Meritocracy flourished most luxuriantly in Harvard’s professional schools. The Big Four—the Graduate School of Arts and Sciences and the Schools of Law, Medicine, and Business—threw off the constraints of lack of money and student cutbacks imposed by World War II. The smaller professional schools—Public Health and Dentistry, Education, Divinity, Design—shared in the good times, though their old problems of scarce resources and conflicted missions continued to bedevil them. The major alteration in the Harvard postgraduate scene was the establishment of the Kennedy School of Government. By the time Derek Bok—as well disposed to the Kennedy School as Conant was to Education and Pusey to Divinity—became president in 1971, this new boy on the Harvard professional school block was well situated to capitalize on his good favor. The Graduate School of Arts and Sciences remained, as in the past, rich in renown, poor in fund-raising and administrative autonomy. Between 1952 and 1962, fewer than 5 percent of GSAS alumni donated a total of about $60,000; during the early sixties giving went down to $3,000 a year. Its dean had little or no budgetary or curricular control; its faculty, curriculum, and student admissions were in the hands of the departments. In 1954 Overseer/Judge Charles Wyzanski grandly proposed that admissions to the Graduate School be sharply cut back. The reduction, he thought, would free up the faculty for more creative thought, improve undergraduate education, and upgrade the level of the graduate student body. But the post–Korean War expansion of American higher education led to boom years for the Graduate School. In 1961, 190 male and 60 female Woodrow Wilson Foundation Fellows, more than a quarter of the national total, chose to go to Harvard or Radcliffe; 80 of 172 National Science Foundation grantees wanted to go to Harvard. A 1969 rating of the nation’s graduate programs gave Harvard Chemistry a perfect 5, Mathematics 4.9, Physics, Biochemistry, Molecular Biology, History, and Classics 4.8, Art History and Sociology 4.7, English and Spanish 4.6, Philosophy and Government 4.5. Impressive enough, all in all, to sustain the faculty’s elevated impression of itself. But in the late sixties the Graduate School bubble deflated. Government aid, foundation fellowships, and college jobs declined; student disaffection grew.
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Li, Jie Jack. "Amlodipine (Novasc)." In Top Drugs. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780199362585.003.0007.

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Hypertension (high blood pressure) is estimated to afflict 1 billion individuals worldwide and is a major risk factor for stroke, coronary artery disease, heart failure, and end-stage renal disease. The first class of drugs to treat hypertension was the mercurial diuretics, discovered by Alfred Vogl in 1919 in Vienna. Diuretics, by removing fluid from the body, reduce the pressure on the heart. Mercurial diuretics revolutionized the treatment of congestive heart failure resulting from severe edema and were the primary treatment until the late 1950s, when thiazide diuretics emerged. In 1957, Merck chemist Frederick C. Novello prepared chlorothiazide (2, Diuril), a potent diuretic that does not cause elevation of bicarbonate excretion, an undesired side effect associated with mercurial diuretics. Shortly after chlorothiazide’s (2) success, George deStevens at Ciba reduced a double bond on chlorothiazide (2) to a single bond to give hydrochlorothiazide (3, HydroDiuril) which was 10-fold more potent than the prototype 2. Hydrochlorothiazide was introduced to medical practice in 1959 and within a short time became the drug of choice for the treatment of mild hypertension. One of the liabilities of these drugs is thiazide diuretic-induced hyperglycemia. As early as 1948, Raymond P. Ahlquist at the Medical College of Georgia speculated that there were two types of adrenergic receptors (adrenoceptors in short), which he termed α-adrenoceptor and β-adrenoceptor, that are 7-transmembraned protein as GPCR. In 1957, Irwin H. Slater and C. E. Powell at Eli Lilly prepared dichloroisoprenaline (DCI, 4), the dichloro analog of isoprenaline; it was later found to be the first selective β-adrenoreceptor blocking reagent, also known as a β-blocker. However, DCI was not further pursued as a drug candidate because it had a marked undesirable stimulant effect on the heart, an intrinsic sympathomimetic action (ISA). Beginning in 1958, James Black at Imperial Chemical Industries (ICI) led a team to look for β-blockers that were devoid of the stimulant effect on the heart. In 1962, the first selective β-adrenoreceptor inhibitor pronethalol (5) was discovered but was withdrawn from further development when it was found to cause thymic tumors in mice.
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