Relevant bibliographies by topics / Radcliffe College. Class of 1966

Academic literature on the topic 'Radcliffe College. Class of 1966'

Author: Grafiati
Published: 25 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Radcliffe College. Class of 1966"

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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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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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3

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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4

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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5

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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7

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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8

Pittard, Julian M. "Commemorating John Dyson." Proceedings of the International Astronomical Union 10, H16 (August 2012): 626–27. http://dx.doi.org/10.1017/s174392131401254x.

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John Dyson was born on the 7th January 1941 in Meltham Mills, West Yorkshire, England, and later grew up in Harrogate and Leeds. The proudest moment of John's early life was meeting Freddie Trueman, who became one of the greatest fast bowlers of English cricket. John used a state scholarship to study at Kings College London, after hearing a radio lecture by D. M. McKay. He received a first class BSc Special Honours Degree in Physics in 1962, and began a Ph.D. at the University of Manchester Department of Astronomy after being attracted to astronomy by an article of Zdenek Kopal in the semi-popular journal New Scientist. John soon started work with Franz Kahn, and studied the possibility that the broad emission lines seen from the Orion Nebula were due to flows driven by the photoevaporation of neutral globules embedded in a HII region. John's thesis was entitled “The Age and Dynamics of the Orion Nebula“ and he passed his oral examination on 28th February 1966.
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9

AlBassam, Sadik, Abdulah AlAwadi, and Wael Alrashed. "Determinants of Accounting Students’ Competency: Kuwait University." International Journal of Business Administration 10, no. 4 (May 16, 2019): 30. http://dx.doi.org/10.5430/ijba.v10n4p30.

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Kuwait University is the only state university with accounting education that has commenced in 1966. So far, accounting education is offered by the College of Business Administration – CBA- as a full degree of 4 years span, in addition to some other private universities that started recently. CBA periodically reviews the accounting program particularly after earning AACSB accreditation in the late 90’s, which has pressed for more academic excellence. CBA has introduced an exit exam process in 2009 since inception. Results revealed some areas of concern such as the shallow technical background of graduates, ill-use of advanced accounting systems and software, and inadequate research ability. One would add to these, student's tendency toward the classical type of learning or “spoon feeding”, which questions their ability in the judgmental type of cases as well as their self-expression.The purpose of this research is to explore factors associated with accounting student’s competencies at Kuwait University and subsequently to suggest remedy policies. A survey has been conducted through out the period from April 2018 till August 2018 exploring factors affecting accounting student’s competency. Multiple factors that influence student's competencies were entrenched within a statistical model which later resulted in comparable results. Moreover, stepwise multiple regression analysis was used to analyse the relationships between students' competency and the independent variables. Results expose that students lean heavily on in- class materials and do less reading in advance. Also, learning techniques used and practices by students are well classical as it depends primarily on lecturer delivering the materials. Finally, this study provides evidence that GPA earned by accounting students at CBA is the most important variable associated with their overall performance upon graduation. Other variables such as MGPA, external assistance (EA), in-class assignments (ICA), students' personal and technical abilities (PFT), and other financial and social factors (FT) have lesser degree of significance on their performance.
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10

Vincent, Brian. "Ronald Harry Ottewill OBE FRS. 8 February 1927 — 4 June 2008." Biographical Memoirs of Fellows of the Royal Society 55 (January 2009): 157–84. http://dx.doi.org/10.1098/rsbm.2009.0010.

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Ron Ottewill was educated at Southall County School and at Queen Mary College, London, where he obtained a first-class honours degree in chemistry and then a PhD, under the supervision of Dr D. C. Jones. He moved to Cambridge (Fitzwilliam College) in 1952 on a Nuffield Fellowship, and joined the famous Colloid Science Department, which had been founded by Eric Rideal FRS. There Ron worked with Paley Johnson on antibody–antigen interactions, before becoming an assistant director of research in 1958. After a six-month spell in Theo Overbeek's laboratory in Utrecht during 1956, Ron's research interests turned to what was to become his main research theme over the years, namely the preparation, characterization and properties of model colloidal dispersions. In particular, he became interested in the interactions between particles, which underpin the stability of particulate dispersions. In 1964 Ron Ottewill was invited to move to Bristol University, in the main to set up a new one-year postgraduate MSc course in surface chemistry and colloids. At Bristol, Ron's research group expanded greatly, as did his international reputation. He was promoted to Reader in 1966 and to a personal chair in 1971. In 1982 he became the fourth Leverhulme Professor and Head of the Department of Physical Chemistry. He also served periods as Chair of the School of Chemistry and as Dean of Science. He received many prizes and honours, the two greatest being his election to the Fellowship of the Royal Society in 1982 and the award of an OBE in 1989. He was invited to give seminars and to collaborate with academia and with industry, all around the world. Outside the university he served on many committees and was involved in the foundation of several academic societies. Ron Ottewill supervised 99 successful PhD students and published more than 300 scientific papers. He formally retired in 1992 but retained an active interest in science till the last.
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Books on the topic "Radcliffe College. Class of 1966"

1

Radcliffe College. Class of 1968. Harvard-Radcliffe '68 thirtieth reunion questionnaire. [Cambridge, Mass.?: Harvard-Radcliffe Class of '68], 1998.

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2

Harvard College (1780- ). Class of 1966. Twentieth anniversary report. Barnstable, Mass: Crane Duplicating Service, 1986.

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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 1966. Twenty-fifth anniversary report. Cambridge, Mass: Office of the University Publisher, 1991.

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Harvard College (1780- ). Class of 1966. Thirtieth anniversary report. Cambridge, Mass: Class Report Office, Harvard University, 1996.

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Harvard College (1780- ). Class of 2001. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2011.

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

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Harvard College (1780- ). Class of 1967. Twentieth anniversary report. Cambridge, Mass: Office of the University Publisher, 1987.

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Harvard College (1780- ). Class of 1996. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2001.

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Harvard College (1780- ). Class of 1969. Thirtieth anniversary report. Cambridge, Mass: Class Report Office, Harvard University, 1999.

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Book chapters on the topic "Radcliffe College. Class of 1966"

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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/9780195144574.003.0025.

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Harvard’s graduate and professional schools were where the tension between social responsibility and teaching the technical skills demanded by a complex society most fully emerged. The Graduate School of Arts and Sciences and the traditional Big Three of Law, Business, and Medicine continued to dominate the Harvard professional school scene (though the Kennedy School of Government was coming up fast). From 1940 to 1970, they and the smaller schools took on their modern configuration: meritocratic, intensely professional, intellectually ambitious. From 1970 to 2000 they faced a variety of internal challenges to that academic culture, as well as constant competition from their counterparts in other universities. After he became president in 1971, Derek Bok devoted his first annual report to Harvard College, his second to the Graduate School of Arts and Sciences. This was not surprising: the closely linked College and Graduate School were Harvard’s traditional academic core. What, he asked, was GSAS’s essential mission? Now as before, it was to train scholars and add to basic knowledge. But the Graduate School was in trouble. One problem was student attrition. Up to half of those who entered failed to get their Ph.D.s, compared to a drop-out rate of less than 5 percent in Law and Medicine. The fault, Bok thought, lay in the lack of structure in many doctoral programs, and he prodded the faculty to do something about that. Another concern was the Ph.D. job shortage. Nonscientists had to be ready to have careers in colleges, not just in research universities. That meant that the Graduate School would have to teach its students how to teach. At his urging in 1976 the Danforth Center for Teaching and Learning (renamed the Bok Center in 1991) was set up to tend to the pedagogical instruction of graduate students.1 Declining academic job prospects cast the longest shadow over GSAS in the 1970s. More than 1,000 students entered in the peak year of 1966–67; by 1971–72 the number was down to 560. The humanities were particularly hard hit: the 1975–76 entering class in English Literature was 16, compared to 70 a decade before.
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