Bourgeois Radicals: The NAACP and the Struggle for Colonial Liberation, 1941-1960

The University Archives has determined that this item is of continuing value to OSU's history.Carol Anderson is associate professor of history at the University of Missouri and has recently completed a fellowship at Harvard University's Charles Warren Center for Studies in American History. She will be joining the faculty in African American Studies at Emory University in January 2009. Anderson's research and teaching focus on public policy, particularly the ways that domestic and international policies intersect through the issues of race, justice, and equality in the United States. She is the author of Eyes off the Prize: The United Nations and the African American Struggle for Human Rights, 1944-1955, which was published by Cambridge University Press and awarded both the Gustavus Myers and Myrna Bernath Book Awards.Ohio State University. Mershon Center for International Security StudiesEvent webpage, streaming video, event photo

Cuando los Negros Luchaban (the Black Struggle): 1965 U.S. invasion of the Dominican Republic [abstract]

Abstract only availableOn April 22, 1965, in Santo Domingo, the Dominican Republic, left winged military men launched a coup against the U.S. backed president in order to restore the presidency of Juan Bosch, a proclaimed populist whom the United States had helped oust from power only months before. The backlash of the April coup involved the invasion of 14,000 U.S. troops into the Dominican Republic. In the eyes of the U.S. Department of State, the Dominican Republic, whose population contains ninety percent of individuals of African heritage, would not become another Cuba. In the United States, the stage of 1965 is set with contentious involvement in the Vietnam war, a large-scale civil rights movement steadily rolling along and gaining momentum and headed by African Americans, and a host of fearful and zealous Latin American foreign policies. Observing this scene, this paper raises the questions: How did black Americans respond to the United States' use of force towards their presumed “brothers” to the south? Did ideology override race in the international relations between blacks of the African Diaspora? Are the bonds of the African Diaspora as strong as intellectuals have historically suggested and advocated? Or are these bonds products of myth and merely tools for empowerment? Are they simply broken and in need of repair? Are there valid arguments for unity between members of the African Diaspora? In response to these inquiries, the paper places obstacles before the perpetuators of modern-day “racial” classifications, cultural perspectives, and political assumptions, in preparation to renew the discourse surrounding blacks of the world

Gifted Voices: A Study of High School Students\u27 Proficiency in Persuasive Writing and Their Perceptions of Personal Agency

Development of the talents and abilities of gifted children is not ordinarily provided by regular public school programs. Their need for accelerated, complex, and challenging curriculum and processes is often overlooked by educators focused on helping underperforming students to reach grade-level standards. Gifted high school students who are proficient in persuasive writing are able to clearly state a claim, support that claim with evidence and backing, recognize and rebut counterclaims, and draw a conclusion leading to action. If gifted students are proficient at writing persuasively, perhaps they are also able to advocate for learning experiences that are challenging, complex, and accelerated so that they are developing their gifted potential. Belief that one can produce desired outcomes by one\u27s actions is the power of human agency. This study examined the following research question. What is the relationship between identified gifted high school students\u27 proficiency in persuasive writing and those students\u27 beliefs about their own powers of agency? The results shed light on the potential that proficiency in persuasive writing may have on gifted students\u27 powers of agency to have their academic needs met

The Bachelor Narrator Motif in the Sketches of Nathaniel Hawthorne

This thesis examines the bachelor narrator motif in seven of Nathaniel Hawthorne’s sketches, published between 1831 and 1843. Hawthorne’s narrators are artists, alienated from society in general, and from women in particular. Moreover, they are modeled upon the figure of the European flaneur, the idle ‘man about town’ who believes he can read the character of the stranger in the crowd. In these first person narrations, Hawthorne explores the problems of subjectivity (involving self-concept, including the split between the conscious and the unconscious, and the gap between the mind and the material world) and the problem of knowledge (involving the five senses and reason). The central argument of the thesis is that the bachelor narrators in the sketches are the literary antecedents of the character Miles Coverdale in Hawthorne’s novel The Blithedale Romance (1852), which tells the story of a failed utopian experiment. In his early period, Hawthorne experimented with many of the narrative strategies and themes in his bachelor sketches that evolve and take shape in the novel. Common to the sketches and the novel is the theme of the alienation of the artist and the uncertainty of knowledge, including knowledge of the self. The thesis is divided into three chapters. Chapter One explores a group of opticsdriven sketches, and the related theme of voyeurism. This chapter includes a discussion of “Sunday at Home” (1837), “Sights from a Steeple” (1831), and “Foot-prints on the Sea-Shore” (1838). Women are the objects of a controlling male gaze, and men blame women for disturbing their ability to reason, and for attempting to lure them into marriage. Chapter Two features the dissociated narrator, and includes a discussion of “Monsieur du Miroir” (1837) and “Little Annie’s Ramble” (1835). The narrator in “Monsieur du Miroir” is unable to connect to others, especially women. His view of reality is distorted by a narcissus complex, and by a failure to evolve beyond the mirror stage, as defined by Jacques Lacan. “Little Annie’s Ramble” is framed upon the fairytale Little Red Riding Hood. “Annie” can be interpreted as a tale of adult lechery and abduction, and features a flaneur/artist whose fear of women causes him to shift his attention towards a five year-old girl. Chapter Three contains a discussion of “The Haunted Mind” (1835) and “The Old Apple Dealer” (1843). In these two sketches, the senses are unreliable determinants of reality. In “The Haunted Mind” Hawthorne examines the philosophical subject of time from the point of view of a disoriented and alienated narrator. In “The Old Apple Dealer” he critiques America’s naive belief in progress, and describes the alteration of perception due to the experience of velocity on a passenger train. Coverdale is a composite of the bachelor narrators in the sketches that Hawthorne experimented with at the outset of his literary career. The conclusion examines the first-person narration of Miles Coverdale, who fails to recognize his role in the failure of a utopian experiment. In his portrait of Coverdale, Hawthorne reveals how much in tune he is with the problem of stereotyping on the basis of class or gender

A Better Understanding Through the Use of the Nature Journal

This paper examines the positive impact that spending time in the natural world has on students. In reviewing the history of environmental education in the United States, the importance of nature on human development, and the impact that journaling and reflective thought processes have in education, this capstone sought to expand upon the research and encourage using nature journals to affect children’s perceptions of the natural world and their place within it. While journaling can facilitate communication, self-expression and personal development, it is also a way to enhance learning by connecting background knowledge to new information, analyzing and synthesizing ideas and experiences before and after instruction occurs, and improving deductive and inductive reasoning skills. Using this technique to improve learning in an outdoor setting also produces the desired outcome of building connections between students and the natural world. This in turn empowers students to become good stewards of the planet and to know that they have a part to play in alleviating the harmful effects of our current climate crisis

Non-Lethal Methods for Assessing Reproductive Status in Bonnethead Sharks (Sphyrna tiburo)

Reproductive biology is a necessary element for the management of elasmobranch fisheries. Traditionally, characterization of elasmobranch reproduction has involved lethal sampling to examine gross reproductive structures and development of embryos. However, this method is counterproductive to the conservation of shark populations. One non-lethal alternative is the measurement of serum hormones, which often vary according to reproductive events. Radioimmunoassay (RIA) has been used to measure hormone concentrations in reproductive endocrinology, but can be problematic for researchers. Alternatively, chemiluminescence immunoassays (CLIA) are routinely used for measuring circulating hormone concentrations in low-volume, non-extracted human serum samples. However these assays have not been previously examined for use with elasmobranch blood. In the first component of this study, I examined whether CLIA was a suitable alternative for detecting seasonal profiles of these hormones in the bonnethead, Sphyrna tiburo. This was accomplished by collecting serum from sexually mature male (n = 35) and female (n = 32) bonnetheads , measuring reproductive organs for maturity and reproductive stage, and measuring concentrations of testosterone (T) in males, and 17β-estradiol (E2) and progesterone (P4) in females using RIA and CLIA. CLIA was successfully validated for use with shark serum by assessing parallelism and spike recovery. CLIA-derived measurements were significantly correlated with those obtained with RIA (r = 0.809, 0.773, and 0.908 for T, E2, and P4, respectively;

The Flanagan Quality of Life Scale: Evidence of Construct Validity

BACKGROUND: The Quality of Life Scale (QOLS), developed originally by John Flanagan in the 1970's, has been adapted for use in chronic illness groups. Evidence for reliability and validity has been published over the years for both English and translations. This paper presents further evidence of construct validity for persons with chronic conditions as well as across two languages, and gender. METHODS: A sample of 1241 chronically ill and healthy adults from American and Swedish databases was used to generate factor analyses for both the 15-item original QOLS and the 16-item chronic illness adaptation. RESULTS: Analysis of the data suggested that the QOLS has three factors in the healthy sample and across chronic conditions, two languages and gender. Factors that could be labeled (1) Relationships and Material Well-Being, (2) Health and Functioning, and (3) Personal, Social and Community Commitment were identified. CONCLUSIONS: The QOLS is a valid instrument for measuring domains of quality of life across diverse patient groups

A more informative way to name plutonic rocks — comment by Frost et al.

Published versio

Adopting a Whole Language Program for Learning Disabled Students: A Case Study

The study of how children learn has moved from examining the accumulation of isolated pieces of knowledge to the current research position that it is appropriate to study children\u27s acquisition of complex subject matter and development of learning strategies. Resnick and Klopfer (1989) believe that [k]nowledge is acquired not from information communicated and memorized but from information that students elaborate, question, and use. As researchers become concerned with how students develop and utilize learning strategies, Resnick (Brandt, 1989) warns that strategies will not be effective unless there is also attention to self-monitoring and motivation