Literatura científica selecionada sobre o tema "Radcliffe College. Class of 1998"
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Artigos de revistas sobre o assunto "Radcliffe College. Class of 1998"
Stewart, Abigail J., e Joan M. Ostrove. "Social Class, Social Change, and Gender". Psychology of Women Quarterly 17, n.º 4 (dezembro de 1993): 475–97. http://dx.doi.org/10.1111/j.1471-6402.1993.tb00657.x.
Texto completo da fonteلطيف جبار, امجد, e رنا مظهر دخيل. "The Narrator's Search for Her Own Identity in Margaret Atwood's Surfacing". Al-Adab Journal 1, n.º 124 (15 de setembro de 2018): 49–58. http://dx.doi.org/10.31973/aj.v1i124.113.
Texto completo da fonteMaudher Dakheel, Rana, e Amjed Lateef Jabbar. "The Narrator's Search for her Identity in Margaret Atwood's Surfacing". Al-Adab Journal 1, n.º 127 (5 de dezembro de 2018): 1–12. http://dx.doi.org/10.31973/aj.v1i127.196.
Texto completo da fonteBarratt, 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 (janeiro de 2010): 135–37. http://dx.doi.org/10.2202/1949-6605.6080.
Texto completo da fonteCarrie A. Kortegast e 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.
Texto completo da fonteRedmond, 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 (novembro de 2010): 706–7. http://dx.doi.org/10.1080/09540253.2010.519591.
Texto completo da fonteTrojanowski, Herman J. "The Carter Women Veterans Historical Project". North Carolina Libraries 67, n.º 2 (15 de junho de 2009): 29. http://dx.doi.org/10.3776/ncl.v67i2.277.
Texto completo da fontePayne-Bourcy, Laura, e Kelly Chandler-Olcott. "Spotlighting Social Class: An Exploration of One Adolescent's Language and Literacy Practices". Journal of Literacy Research 35, n.º 1 (março de 2003): 551–90. http://dx.doi.org/10.1207/s15548430jlr3501_2.
Texto completo da fonteStein, Gertrude, e 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 (março de 2001): 416–28. http://dx.doi.org/10.1632/pmla.2001.116.2.416.
Texto completo da fonteStein, Gertrude, e 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 (março de 2001): 416–28. http://dx.doi.org/10.1632/s0030812900105309.
Texto completo da fonteTeses / dissertações sobre o assunto "Radcliffe College. Class of 1998"
Quirke, Linda. "Social class, finances and changes in attendance at the University of Guelph, 1987-1998". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0002/MQ43205.pdf.
Texto completo da fonteLivros sobre o assunto "Radcliffe College. Class of 1998"
Harvard College (1780- ). Class of 1987. Twenty-fifth anniversary report. Cambridge, [Mass.]: printed for the Class, 2012.
Encontre o texto completo da fonteHarvard College (1780- ). Class of 2001. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2011.
Encontre o texto completo da fonteHarvard College (1780- ). Class of 1968. Thirtieth anniversary report. Cambridge, Mass: Class Report Office, Harvard University, 1998.
Encontre o texto completo da fonteHarvard College (1780- ). Class of 1997. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2002.
Encontre o texto completo da fonteHarvard College (1780- ). Class of 1968. Fortieth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2008.
Encontre o texto completo da fonteHarvard College (1780- ). Class of 1993. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 1998.
Encontre o texto completo da fonteHarvard College (1780- ). Class of 1990. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2000.
Encontre o texto completo da fonteHarvard College (1780- ). Class of 1994. Fifth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 1999.
Encontre o texto completo da fonteHarvard College (1780- ). Class of 1988. Fifteenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 2003.
Encontre o texto completo da fonteHarvard College (1780- ). Class of 1989. Tenth anniversary report. Cambridge, [Mass.]: Class Report Office, Harvard University, 1999.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Radcliffe College. Class of 1998"
Bonk, Curtis J., Jack A. Cummings, Norika Hara, Robert B. Fischler e 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.
Texto completo da fonteForbes, William, e 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.
Texto completo da fonteMascolo, Michael F., Kurt W. Fischer, e Jin Li. "Dynamic Development Of Component Systems Of Emotions: Pride, Shame, And Guilt In China And The United States". In Handbook of Affective Sciences, 375–408. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195126013.003.0020.
Texto completo da fonte"cheating behavior among college students. However, unlike most studies with col-lege students, these factors were related to actual cheating frequencies across the multiple courses that students took during a target semester. METHOD Participants Participants attended a small, private liberal arts college that has had a formal honor code in effect since 1965. Anonymous surveys were mailed to a random selection of 25% of the student body in the spring semester. One hundred seventy-five stu-dents (representing approximately 9% of the student body) completed and returned the surveys (11 additional surveys were returned but were unusable), yielding a re-turn rate of 35%. Women were slightly overrepresented in the sample, at 68%, compared to 51% in the college. Participants were predominately White (90.3%). All class years were represented (26% of the sample were lst-year students, 22% were sophomores, 19% were juniors, and 33% were seniors). Measures Cheating rates. Participants reviewed 17 different cheating behaviors and indicated how many times they engaged in each behavior during the previous se-mester. The behavior list was a modified version of lists used by Gardner and Melvin (1988), Newstead et al. (1996), and Sutton and Huba (1995). It included a range of violations, such as copying from another student's exam, plagiarism, and inventing laboratory data. However, in contrast to previous studies, participants in this study reported cheating behaviors course by course. Thus, if a participant was enrolled in four courses during the target semester, the participant filled out the sur-vey four times, once for each course (to protect identities, department areas, not course names, were requested on the survey). In addition, participants indicated the frequency of each behavior by course. Motivation. Measures of mastery and extrinsic motivation were adapted from scales used by Midgley et al. (1998) and Anderman et al. (1998). These scales included measures of personal mastery motivation, personal extrinsic motivation, course mastery motivation, and course extrinsic motivation. The original scales were worded for middle school students and specified a particular subject (English or science). Our version replaced the subject indicator with a more generic descriptor, such as "course," and replaced the word "teacher" with "professor." As with the list of cheating behaviors, participants filled out a motivation scale for each course taken in the previous semester. Response options ranged from 1 (strongly disagree) to 5 (strongly agree)." In Academic Dishonesty, 22. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-2.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Radcliffe College. Class of 1998"
Noymer, Peter D., Megan U. Hazen e S. C. Yao. "An Integrated Thermal Science Course for Third-Year Mechanical Engineering Students". In ASME 1998 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/imece1998-0636.
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