Relevant bibliographies by topics / Radcliffe College. Class of 2000

Academic literature on the topic 'Radcliffe College. Class of 2000'

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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 2000"

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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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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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Alexander, Robert, David Brown, and Jason Kaseman. "Pinning a Face on the Electoral College: A Survey of the Class of 2000." PS: Political Science & Politics 37, no. 4 (October 2004): 833–38. http://dx.doi.org/10.1017/s1049096504045238.

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The 2000 presidential election was an historic election. Many Americans revisited that institution given its perfunctory three paragraphs in their high school civics texts—the Electoral College. The closeness of the election and the ambiguity of electoral versus popular votes made many question how presidents are chosen. The realization that citizens vote not for candidates, but for electors further complicated understanding. Although many experts detailed the reasons for the Electoral College, the problems associated with it, and the infamous elections resulting from it, little was said about those for whom we actually cast our ballots. Simply put, we know surprisingly little about those who serve as electors. The conventional wisdom is that electors are chosen for their party service and/or their financial contributions. Beyond this impressionistic understanding, a great vacuum of knowledge exists.
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Payne-Bourcy, Laura, and Kelly Chandler-Olcott. "Spotlighting Social Class: An Exploration of One Adolescent's Language and Literacy Practices." Journal of Literacy Research 35, no. 1 (March 2003): 551–90. http://dx.doi.org/10.1207/s15548430jlr3501_2.

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Drawing on five years of data, this case study presents an exploration of the influences of social class on one adolescent's language and literacy practices as she moved from high school in an isolated rural community to college in an urban environment. The study draws on several theoretical frameworks, including multiple literacies (Gallego & Hollingsworth, 2000), Gee's (1996) theory of Discourses, and sociocultural conceptions of social class (Anyon, 1981; Fine & Weis, 1998). Although Crystal, the focal informant, was a successful learner by most conventional standards, she experienced considerable struggle to stay in school and to adopt the dominant discourses of postsecondary education. As a rural high school student, she used a variety of language and literacy practices to “pose” as middle class. When she crossed to college, some of these practices served her better than others. Ultimately, she became alienated by college courses that did not acknowledge language competencies related to her status as a working-class person and that did not allow links between her interests in popular culture and her formal assignments. Implications for practice include the following: that secondary literacy teachers make social class a more salient category for inquiry and that college instructors make deliberate attempts to learn about the preferred discourse practices of their students. The study also suggests the importance of “insider” knowledge in studying the influence of social class on literacy and the need for further research examining how learners negotiate workplace discourses after college.
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Zhang, Baohuan. "ANALYSIS OF WEB-BASED COLLEGE ENGLISH TEACHING FROM 2000 TO 2017 IN CHINA." English Education : Journal of English Teaching and Research 5, no. 1 (May 25, 2020): 1–12. http://dx.doi.org/10.29407/jetar.v5i1.14251.

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Based on 812 papers on web-based college English teaching published in Chinese journals from 2000 to 2017, this study adopted modern statistical methods to explore the spatio-temporal development of the research. The results revealed the research on web-based college English teaching started in 2000 and had been increasing from 2006 to 2011; however, scholars’ attention to it was on the decline after 2012. During the period of 2000 -2017, the average annual number of papers published in Chinese journals was up to 45 while that in core journal was only 4. Meanwhile, there were significantly spatial differences. The research on web-based college English teaching in China has mainly focused on eastern region, particularly, Beijing and Guangdong as two main research regions, its average annual number of papers issued in core journals accounted for 9.5% of the total amount of the country respectively. We can see many well-known experts in "double first-class" universities pay little attention to the research on web-based college English teaching and there are weak foundation and low faculty. In recent years, college English teaching has been closely related to internet, also, colleges and universities increasingly put more emphasis on the significant influence of network on college English teaching, and however, the research level of web-based college English teaching needs to be improved further from the perspective of the quality and quantity of the published papers.
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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 (July 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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Books on the topic "Radcliffe College. Class of 2000"

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Harvard College (1780- ). Class of 2000. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2005.

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Harvard College (1780- ). Class of 2004. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2009.

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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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Harvard College (1780- ). Class of 2005. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2010.

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5

Faust, Drew Gilpin. Mingling promiscuously: A history of women and men at Harvard, a lecture. Cambridge, Mass: Radcliffe Institute for Advanced Study, Office of the Dean, 2001.

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

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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 1955. Harvard and Radcliffe 1955: Poems by members and friends : sixtieth reunion. Cambridge [Massachusetts]: Harvard and Radcliffe Classes of 1955, 2015.

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

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Book chapters on the topic "Radcliffe College. Class of 2000"

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Maslowski, Peter. "Military Intelligence: Unmasking Those Fearsome Apparitions." In War Comes Again Comparative Vistas on the Civil War and World War II, 51–82. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780195088458.003.0003.

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Abstract Frank Rowlett did not know what the word meant. A country boy from Rose Hill, Virginia, Rowlett had shown an aptitude for science and mathematics almost as soon as he began making the mile-and-a-half trek to the local one-room schoolhouse. After graduating from high school he attended a small college nearby, where he tutored students in algebra and geometry. By the time he was a junior, he was teaching a regular college math class, as well as serving as a laboratory assistant in physics and chemistry. Rowlett intended to do graduate work in math, but during his senior year he saw an announcement for a U.S. Civil Service examination for a mathematician. Shortly after taking the exam a telegram arrived offering Rowlett a job: $2000 a year as a “cryptanalyst.”
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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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Conference papers on the topic "Radcliffe College. Class of 2000"

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Bannerot, Richard, Chad Wilson, and Ross Kastor. "Improving Students’ Understanding of the Impact of Engineering Solutions in a Global and Societal Context." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43346.

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ABET 2000 imposes the requirement that engineering programs demonstrate that graduates “have the broad education necessary to understand the impact of engineering solutions in a global and societal context”. (Criterion 3h) The implication is that providing the “exposure” to the impact of engineering should be sufficient. However, demonstrating learning takes the process another step. Over the past few years, we have added material to several existing, traditional mechanical engineering courses and added one entirely new course in response to the requirements of ABET 2000 in general and Criterion 3h in particular. We have also introduced additional surveys, assignments and testing into these courses to assess specific aspects of student learning. This paper describes the changes in the sophomore design class, the second course in thermodynamics, the heat transfer course, and the capstone course as well as the new College course in technical communications related to the impact of engineering solutions. The assessment processes are also described.
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Carrico, Todd. "A Velocity Prediction Program for a Planning Dinghy." In SNAME 17th Chesapeake Sailing Yacht Symposium. SNAME, 2005. http://dx.doi.org/10.5957/csys-2005-014.

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This paper summarizes the author’s graduate thesis in Naval Architecture accepted by the University of New Orleans, College of Engineering. The author sought to investigate the complicated interactions between the hydrodynamics and aerodynamics of a sailboat. The type of sailboat investigated was the Olympic dinghy class called the Laser. It was the author’s understanding that at that time, no work has been completed in the area of velocity prediction for this type of sailboat. Thus, the fundamental goal of this thesis was to develop a velocity prediction program specific to the Laser. In order to accomplish the goal of creating a velocity prediction program, multiple essential pieces of the data were needed. In particular, the hydrodynamic resistance data, aerodynamic drive and side force data, and hydrodynamic side forces were needed. To determine the dynamic trim of the dinghy, a series of experiments were conducted. In addition, a data acquisition system was developed in which full scale tow testing could be done. Next, a complete tow test series was conducted for the Laser. The aerodynamic sail coefficients were derived from Marchaj’s Aero-Hydrodynamics of Sailing. To determine the hydrodynamic side force, a two dimensional approach was employed. The coding of the velocity prediction program was done using Microsoft’s Visual Basic 6.0 and Excel 2000. The algorithms published in the 15th Chesapeake Sailing Yacht Symposium and Principles of Yacht Design pertaining to velocity prediction were used as a baseline. Finally, validation and verification was performed with the shareware program PCSAIL.
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Patterson, Neil, and Jonathan Binns. "Development of a Six Degree of Freedom Velocity Prediction Program for the Foiling America's Cup Vessels." In SNAME 24th Chesapeake Sailing Yacht Symposium. SNAME, 2022. http://dx.doi.org/10.5957/csys-2022-001.

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Since the introduction of hydrofoils to the Moth sailing class in the early 2000’s foiling has become increasingly popular in sailing from windsurfers to large 75’ foiling monohulls. The last 3 America’s Cups have been competed on hydro foiling vessels. Design programs such as Velocity Prediction Programs (VPP) have become a key asset to America’s Cup teams to allow for the optimisation and testing of designs before manufacture. Presented is the development of a Six Degree-of-Freedom (6DoF) Quasi-Static Velocity Prediction Program (SVPP) and Dynamic Velocity Prediction Program (DVPP) for the 35th and 36th America's Cup foiling AC50 Catamaran and AC75 Monohull. The models have been validated against race data from the 35th and 36th America’s Cup showing good correlation for a wide wind range of 8 to 22 kn. The paper presents how the AC50 SVPP was used for analysis on the impact of Rudder Rake Differential (RRD) on overall performance, and predicting the optimal wind range for use of the light and heavy weather dagger boards on the AC50 Catamaran. The AC75 SVPP and DVPP were used to analyse the affect of hull shape and the main foils’ fixed angle-of-attack (AOA) on time-to-fight and peak velocity to determine optimal foil setup and pitch angle when foiling. The SVPP and DVPP use XFLR5 software suite to model the foils. Experimental data for a T-foil tested in the Australian Maritime College towing tank facility has been used to predict viscous and free surface effect adjustments to the predictions from XFLR5.
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