Bibliografías temáticas / Radcliffe College. Class of 1991

Literatura académica sobre el tema "Radcliffe College. Class of 1991"

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Publicado: 26 de julio de 2024

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Artículos de revistas sobre el tema "Radcliffe College. Class of 1991"

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Stewart, Abigail J. y Joan M. Ostrove. "Social Class, Social Change, and Gender". Psychology of Women Quarterly 17, n.º 4 (diciembre de 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, n.º 1 (enero de 2010): 135–37. http://dx.doi.org/10.2202/1949-6605.6080.

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Carrie A. Kortegast y 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, n.º 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, n.º 6 (noviembre de 2010): 706–7. http://dx.doi.org/10.1080/09540253.2010.519591.

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Stein, Gertrude y 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, n.º 2 (marzo de 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 y 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, n.º 2 (marzo de 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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Mazilov, Vladimir A. y Yurii N. Slepko. "Development of the Psychological System of Pedagogical Abilities of Students – Future Primary School Teachers". Economic History 25, n.º 3 (30 de septiembre de 2021): 463–81. http://dx.doi.org/10.15507/1991-9468.104.025.202103.463-481.

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Introduction. Psychological and pedagogical support for the professionalization of a teacher should be based on modern knowledge in the development of pedagogical abilities. The most popular strategy for studying abilities is still the analytical approach, which does not allow to consider abilities as a holistic, continuously developing psychological education. The purpose of the article is to present the results of research into the development of the psychological system of pedagogical abilities of students – future primary school teachers in the context of continuous pedagogical education at secondary school, pedagogical college and pedagogical university. Materials and Methods. The survey involved 201 subjects, including students of the pedagogical class (n = 15), students of the vocational pedagogical college (n = 82), students of the pedagogical university (n = 104). In order to study the psychological system of pedagogical abilities, test methods, questionnaires, self-assessment scales, as well as an analysis of indicators of academic performance were used. The analysis of the psychological system of abilities was made by using systemic indices (coherence, divergence, organization), assessing the homogeneity/ heterogeneity of structures, identifying the basic and leading components of the system. Results. The uneven development of the psychological system of pedagogical abilities at different levels of pedagogical education was shown. It has been established that the development of the system of pedagogical abilities during the period of study at school, college and university cannot be characterized as continuous. Students of the pedagogical class are characterized by a higher organization of the ability system than those in college and university; for college students – their continuous restructuring and a decrease in organization by the end of their studies; for university students – a more stable and progressively developing system of abilities. Qualitative differences in the structural organization of the system are determined by the different contributions of the types of abilities (individual, subjective, personal) to its functioning and achievement of academic results. The organization of the system of abilities of schoolchildren is largely determined by the abilities of an individual, college students – by the abilities of a subject of activity and personality, university students – by the abilities of an individual. Discussion and Conclusion. The conclusions formulated in the research paper serve the basis for the organization of special activities on the purposeful formation of the system of pedagogical abilities in the conditions of continuous pedagogical education.
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Wong, Tyler, Shireen Mohamdjawad, Ruth Castillo y Brittany Kester. "Personality Factors and Their Influence on Student Engagement Amid the COVID-19 Pandemic". Psi Beta Research Journal 2, n.º 1 (15 de noviembre de 2022): 44–48. http://dx.doi.org/10.54581/gkqj9097.

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Classic research conducted by Terenzini & Pascarella (1991) and Tinto (1993) concluded that college students learn more if involved in both academic and out-of-class activities. This study examined how unprecedented college campus closures during the COVID-19 pandemic impacted students’ sense of college connection. In this study, participants (N=1,409) completed an online questionnaire that measured participants' college connectedness, shyness, the Big Five (extroversion, agreeableness, openness, conscientiousness, and neuroticism), and several aspects of interpersonal communication. It was hypothesized that non-shy and extroverted students would more successfully maintain a sense of college connectedness during the pandemic than shy and introverted students. It was also hypothesized that there would be a significant drop in college connectedness scores compared to a pre-pandemic connectedness study (Psi Beta, 2011). The first hypothesis was supported as there was an inverse relationship between non-shy students and college connectedness. The second hypothesis was also supported; in comparison to the mean of college connectedness prior to COVID-19, college connectedness declined. Additional findings include no significant relationship between extraversion scores and college connectedness, and a significant correlation between honor society membership and college connectedness. Future research might explore other factors that may impact college connectedness, such as immigration status and first-generation status.
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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, n.º 3 (agosto de 2009): 382–85. http://dx.doi.org/10.1111/j.1748-5959.2009.00215.x.

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Reeve, Kay. "Reading, Writing And Walking". Teaching History: A Journal of Methods 25, n.º 1 (1 de abril de 2000): 15–24. http://dx.doi.org/10.33043/th.25.1.15-24.

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Virtually every instructor who teaches history survey courses has struggled with issues of time constraint at one time or another. Choices between sufficient content coverage, in-depth analysis of crucial issues, connections with broader concepts and themes, and opportunities to encourage critical thinking and analysis appear to be rivals for limited time on both the part of the student and instructor. I encountered this issue in an intensified manner in 1991 when I came to Kennesaw State University. The college recently had redesigned its general education core curriculum to include two courses in world history and two courses in United States history configured with the "typical" chronological divisions, but had reduced each course in credit hours and, concurrently, classroom contact time. I found myself having one-third less in class time with my students as well as needing to adhere to reasonable limitations on out-of-class requirements.
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Libros sobre el tema "Radcliffe College. Class of 1991"

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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 1987. Twenty-fifth anniversary report. Cambridge, [Mass.]: printed for the Class, 2012.

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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 1993. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 1998.

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Harvard College (1780- ). Class of 1990. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2000.

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Harvard College (1780- ). Class of 1994. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 1999.

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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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Harvard College (1780- ). Class of 1990. Twentieth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2010.

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Harvard College (1780- ). Class of 1999. Fifteenth anniversary report. Cambridge, [Mass.]: printed for the Class, 2014.

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Harvard College (1780- ). Class of 1999. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2009.

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Capítulos de libros sobre el tema "Radcliffe College. Class of 1991"

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"2. ‘Young. Middle-Class. College-Educated. Unskilled.’: Hal Hartley in 1991 Mark L. Berrettini". En The Cinema of Hal Hartley, 30–42. Columbia University Press, 2016. http://dx.doi.org/10.7312/rybi17616-005.

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Miller, Janell A. y Carl A. Young. "Cooperative Learning in Virtual High School English Language Arts". En 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". En 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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Keller, Morton y Phyllis Keller. "The Professional Schools". En 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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Forbes, William y Sylvia-Linda Kaktins. "Rural Development". En 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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