1,724,739 research outputs found
Michelle J. DePass Speaking
No full textMichelle J. DePass at the 2020 Martin Luther King, Jr. Lecturehttps://lawcommons.lclark.edu/mlk_2020_photos/1004/thumbnail.jp
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Michelle J. DePass Speaking
No full textMichelle J. DePass at the 2020 Martin Luther King, Jr. Lecturehttps://lawcommons.lclark.edu/mlk_2020_photos/1004/thumbnail.jp
Michelle J. DePass with Justice Adrienne Nelson
No full textMichelle J. DePass (left) with Justice Adrienne Nelson (right) at the 2020 Martin Luther King, Jr. lecture featuring Michelle J. DePasshttps://lawcommons.lclark.edu/mlk_2020_photos/1000/thumbnail.jp
Michelle J. DePass with Lee Matthews and Jacqueline Alexander
No full textMichelle J. DePass (center) with Leodis (Lee) Matthews \u2773 (left) and Jacqueline Alexander \u2707 (right) at the 2020 Martin Luther King, Jr. lecturehttps://lawcommons.lclark.edu/mlk_2020_photos/1001/thumbnail.jp
Young Investigator: Michelle J Yoo
No full text Supervisor’s supporting comments I have always been impressed with Michelle’s ability to conduct research in an independent and yet highly effective manner. Part of her research in my group has examined the use of affinity columns to examine drug–protein binding with serum proteins, such as human serum albumin. This work is extremely important to the fields of pharmaceutical chemistry and clinical chemistry in providing the data needed for the development of new drugs or in the optimization of treatments for patients with new, or existing, drugs. Another topic that Michelle has examined in her research is the use of new supports based on monolithic materials and ultrafast-extraction methods for affinity-based separations of biological samples and high-throughput screening of drug–protein binding. She was the lead author on a review written on this topic and also has several research publications related to this area of work. During her graduate studies, Michelle has emerged as a real leader in my group. She has excellent people and communication skills and is highly motivated in her pursuit of an advanced degree in analytical chemistry and bioanalysis. I have extremely high expectations for her in the future as she continues her career. Nominated by: David S Hage, University of Nebraska, Department of Chemistry, Hamilton Hall 704, Lincoln, NE 68588, USA </jats:p
The making of Gertrude Stein: reading, writing, and Radcliffe
No full textThis dissertation proposes three interwoven arguments concerning Gertrude Stein’s undergraduate education at Radcliffe College in the late 19th century. First, that Stein’s Sophomore writing course in 1894-1895 – English 22, Daily Themes – played a larger role
in the course of her writing life than has been understood in the fields of Modernism and
American literature. Second, that the first women of Radcliffe College, and before Radcliffe’s founding, of the Harvard Annex, were more integral to late 19th century growth in English and Composition at Harvard College than has been understood in the fields of
Rhetoric and Composition. Finally, that we cannot understand the expansion of Harvard College to Harvard University, the implementation of the elective system, or the founding of Radcliffe without integrating the various roles of Special Students – of which Gertrude Stein was one – in the broadening mission of the Cambridge institution. Following these threads, and focusing on Stein as an emblematic – though
idiosyncratic – student, I provide a history of Harvard-Radcliffe during the 1870s-1890s, a period of unprecedented change, the decades before and during Stein’s attendance from 1893-1898. I examine the role of female students in the origins of English Composition, a history which has previously focused heavily on male education as it emanated from Harvard and reverberated throughout higher education into the 20th century. I focus on Stein as a student of the pedagogy of Daily Themes practiced by Barrett Wendell. In providing these institutional, historical, and pedagogical contexts, I aim to connect Stein,
the student writer, to the adult innovator, to form a trajectory from her English 22 course into her adult writing life. My goal is for us to understand “The Making of Gertrude Stein” as a consequence, in part, of her reading and writing at Radcliffe. This is an educational
history of one of America’s great modernist writers embedded in the institutional history of her alma mater.
In order to help further research on Gertrude Stein’s undergraduate writing, my dissertation includes in its appendices the digitized images of Stein’s Daily Themes for English 22 at Radcliffe and my annotated transcription of the Themes including professorial comments.Ph.D.Includes abstractVitaIncludes bibliographical referencesby Michelle J. Brazie
Michelle J. DePass with Lee Matthews, Jennifer Johnson, Guest, Jacqueline Alexander, and Wim Wiewel
No full textLeft to right: Leodis (Lee) Matthews \u2773, Jennifer Johnson, guest, Michelle J. DePass, Jacqueline Alexander \u2707, and Wim Wiewel at the 2020 Martin Luther King, Jr. Lecturehttps://lawcommons.lclark.edu/mlk_2020_photos/1003/thumbnail.jp
Michelle J. DePass with Lee Matthews, Jennifer Johnson, Guest, Jacqueline Alexander, and Wim Wiewel
No full textLeft to right: Leodis (Lee) Matthews \u2773, Jennifer Johnson, guest, Michelle J. DePass, Jacqueline Alexander \u2707, and Wim Wiewel at the 2020 Martin Luther King, Jr. Lecturehttps://lawcommons.lclark.edu/mlk_2020_photos/1002/thumbnail.jp
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