Relevant bibliographies by topics / Radcliffe College. Class of 1997

Academic literature on the topic 'Radcliffe College. Class of 1997'

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Published: 25 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Radcliffe College. Class of 1997"

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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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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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Storey, J. Benton. "The Use of Interactive Television in Expanding the Teaching Mission of the Land-grant University." HortScience 32, no. 3 (June 1997): 527D—527. http://dx.doi.org/10.21273/hortsci.32.3.527d.

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The Trans Texas Video Conference Network (TTVN) has been linked to all Texas A&M Univ. campuses and most of the Regional Research and Extension Centers. The College of Agriculture and Life Sciences has funded an aggressive project of establishing TTVN class rooms in many departments across the College Station campus, including The Horticultural Science Dept. in 1997. The first two Hort courses taught were HORT 422 Citrus and Subtropical Fruits in Fall 1996 and HORT 418 Nut Culture in Spring 1997. This extended the class room 400 miles south to Weslaco, 300 miles north to Texarkana and Dallas, and 700 miles west to El Paso. Students at each site had video and audio interaction with the professor and with each other. Advantages included the availability of college credit courses to areas where this subject matter did not previously exist, which helps fulfill the Land-grant University Mission. Quality was maintained through lecture and lab outlines on Aggie Horticulture, the department's Web home page, term papers written to ASHS serial publicationspecifications, and rigorous examinations monitored by site facilitators. Lecture presentations were presented via Power Point, which took about twice as long to prepare than traditional overhead transparencies. Administrative problems remain, but will be solved when the requested Distance Education Registration Category is initiated so that subvention credit can be shared. The lecture portion of the graduate course, HORT 601 Nutrition of Horticultural Plants, will be taught in the fall semester 1997 at eight sites throughout the state.
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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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Luetkemeier, Maurie J., John E. Davis, and J. Brian Hancock II. "Long-Term Impact of Living and Learning at High Altitude: An Altitude Physiology Class for Undergraduate Students." Education Sciences 12, no. 2 (February 7, 2022): 112. http://dx.doi.org/10.3390/educsci12020112.

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Alma College initiated an Altitude Physiology class in 1997 devoted to living and learning at high altitude (3440 m). The class incorporated several key elements of High-Impact Educational Practice including a strong student-research component and collaborative groups assignments. A retrospective survey was administered to alumni of the class to determine its long-term impact. Student responses ranged from “agree” to “strongly agree” with statements regarding the class’s impact on positive learning outcomes such as critical thinking, knowledge acquisition, synthesis of knowledge, and understanding of research. Students generally favored non-traditional formats such as living at altitude for gaining understanding of environmental physiology.
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Wang, L. Ling-chi. "“Not in Your Backyard!”: A Community Struggle for the Rights of Immigrant Adult Education in San Francisco’s Chinatown." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 2 (2009): 1–32. http://dx.doi.org/10.36650/nexus7.2_1-32_wang.

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This article is a case study of a protracted struggle to establish a branch campus of the San Francisco Community College in Chinatown for thousands of immigrants and working-class adults, focusing mostly on the period since 1997 when the community was slowly politicized and mobilized to fight for their educational rights. Although educational researchers continue to pay close attention to Asian American fights against discriminatory admission policies among the nation’s top colleges and universities, an urgent need to pay more scholarly and political attention to the neediest, poorest, and powerless among Asian Americans clearly exists. To this segment of the Asian American population, access to community college education is a matter of acquiring tools of survival in America. The study illustrates the equal significance of race and class in understanding the development of Asian American communities, how each can be used to obfuscate or disguise the other, and how both can be easily obscured by other issues, especially “progressive” issues or organizations. Asian American community activists and scholars need to pay more attention to class and class conflict with the communities and between the communities and the mainstream society.
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Masters, Julie L. "Thursdays With Morrie: The Use of Contemporary Literature in a Death and Dying Course." OMEGA - Journal of Death and Dying 47, no. 3 (November 2003): 245–52. http://dx.doi.org/10.2190/7ba2-7vvp-1dun-lerk.

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Educating college students about death and dying can be a difficult task when their experiences have been limited to trivial encounters through television and movies. The use of a book such as Tuesdays with Morrie (Albom, 1997) in a course on death and dying offers both college age traditional and older non-traditional students an opportunity to become acquainted with the dying process and to confront contemporary issues such as the September 11th tragedy in a non-threatening manner. This article describes the method in which this book has been incorporated into a death and dying course, a sampling of questions used with a class project and an overview of the adjustments made since its inception as a required reading.
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Books on the topic "Radcliffe College. Class of 1997"

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Harvard College (1780- ). Class of 1997. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2002.

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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 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 1998. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2003.

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Harvard College (1780- ). Class of 1992. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2002.

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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 1994. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2004.

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Harvard College (1780- ). Class of 1991. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2001.

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Harvard College (1780- ). Class of 1999. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2004.

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Book chapters on the topic "Radcliffe College. Class of 1997"

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Forbes, William, and Sylvia-Linda Kaktins. "Rural Development." In Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0034.

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Rural development could be defined simply as economic development in rural areas. However, practitioners and researchers find rural development involves more than mere economic strategies. Many rural communities struggle with changes from resource extractive to service-based economies, along with cultural impacts of globalization (Harrington 1995; Ewert 1997). Rural development in response is becoming integrative like geography, considering class structure, community values, natural resources, social capital, sustainability, and regional and global forces (World Commission on Environment and Development 1987; Straussfogel 1997; Heartland Center for Leadership Development 1998). Rural development has represented an explicit research perspective within geography since 1982. Geographers, through their ability to integrate human and physical aspects of place, can help communities assess complex change and devise strategies to meet their goals (Stoddart 1986; Turner 1989; Abler et al. 1992). Integrated descriptions of human and physical aspects of place can benefit relationships with undergraduate students (Marshall 1991), other geographers (Bowler et al. 1992), rural development researchers in other fields, and rural development practitioners (Kenzer 1989). Geographers may be especially useful in the interdisciplinary world of sustainable development (Wilbanks 1994). The Rural Development Specialty Group began in 1982 as the result of an International Geographic Union (IGU) working group meeting in Fresno, California. The group was formed “to promote sharing of ideas and information among geographers interested in the many facets of rural development.” Richard Lonsdale (University of Nebraska) and Donald Q. Innis (State University of New York at Geneseo) were co-founders. Subsequent leaders included Vincent Miller (Indiana University of Pennsylvania), John Dietz (University of Northern Colorado), Al Larson (University of Illinois at Chicago), Paul Frederic (University of Maine at Farmington), Henry Moon (University of Toledo), Brad Baltensperger (Michigan Technological University), Karen Nichols (State University of New York at Geneseo), William Forbes (University of North Texas), and Peter Nelson (Middlebury College). The group may soon merge with the Contemporary Agriculture and Rural Land Use Specialty Group, forming a larger Rural Geography Specialty Group that will continue to provide a forum for rural development research in geography.
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Bonk, Curtis J., Jack A. Cummings, Norika Hara, Robert B. Fischler, and Sun Myung Lee. "A Ten-Level Web Integration Continuum for Higher Education." In Instructional and Cognitive Impacts of Web-Based Education, 56–77. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-59-9.ch004.

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Owston (1997, p. 27) pointed out that, “Nothing before has captured the imagination and interests of educators simultaneously around the globe more than the World Wide Web.” Other scholars claim that the Web is converging with other technologies to dramatically alter most conceptions of the teaching and learning process (Bonk & Cunningham, 1998; Duffy, Dueber, & Hawley, 1998; Harasim, Hiltz, Teles, & Turoff, 1995). From every corner of one’s instruction there lurk pedagogical opportunities—new resources, partners, courses, and markets—to employ the World Wide Web as an instructional device. Nevertheless, teaching on the Web is not a simple decision since most instructors typically lack vital information about the effects of various Web tools and approaches on student learning. Of course, the dearth of such information negatively impacts the extent faculty are willing to embed Web-based learning components in their classes. What Web-related decisions do college instructors face? Dozens. Hundreds. Perhaps thousands! There are decisions about the class size, forms of assessments, amount and type of feedback, location of students, and the particular Web courseware system used. Whereas some instructors will want to start using the Web with minor adaptations to their teaching, others will feel comfortable taking extensive risks in building entire courses or programs on the Web. Where you fall in terms of your comfort level as an instructor or student will likely shift in the next few years as Web courseware stabilizes and is more widely accepted in teaching. Of course, significant changes in the Web-based instruction will require advancements in both pedagogy and technology (Bonk & Dennen, 1999). Detailed below is a ten level Web integration continuum of the pedagogical choices faculty must consider in developing Web-based course components.
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Conference papers on the topic "Radcliffe College. Class of 1997"

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Huang, Lihua, Yuefang Wang, and Feng Jiang. "Innovation in Engineering Mechanics Course Instructions: A Novel Practice." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61071.

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The course innovation in Engineering Mechanics in the Civil and Hydraulic Engineering Department, Dalian University of Technology is reviewed in this paper. For several decades, a complete system of mechanics teaching has been built up in the University. However, some drawbacks have appeared showing the system not apt to the information-technology age. In order to improve the teaching of Mechanics subjects and make it more suitable for the modern college education, a course innovation has been carried out since 1997 in the Civil and Hydraulic Engineering Department. The innovation includes the following perspectives: the construction of a new Mechanics teaching system, the adoption of new teaching methods, the edition of textbooks and the enforcement of experiments and practices. After a long time of practice, a new teaching system has been formulated and a much class time has been saved. Meanwhile, the qualification-oriented education rather than the examination-oriented education is emphasized. It is demonstrated that students benefit from this course innovation for not only mastering the knowledge from textbooks better, but also for greatly improving their abilities of analyzing and solving engineering problems.
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