Restoring a Historic Costume Facility to a Proper Functional Level

Using my past experience in historic costume preservation, written resources, and the knowledge of those interested in this area of clothing & textiles, museum studies, and costume research, I hope to transform the state of the historic costume facility in Quigley Hall to one that\u27s organized, utilizes proper storage techniques, and is available for use by both faculty and students. As a result of this reorganization, I also hope to have the opportunity to share this learned knowledge with the students and faculty of the Clothing & Textiles Department through some formal means

\u3cb\u3eBook Review:\u3c/b\u3e \u3cem\u3eHelping Students Learn in a Learner-Centered Environment\u3c/em\u3e by Terry Doyle (Stylus, 2008)

Excerpt: According to Terry Doyle in his book Helping Students Learn in a Learner-Centered Environment, “Most important, this book has been written to answer the single most asked question I hear when working with faculty groups: How do I help my students adjust to a learner-centered practice?” As desired, Doyle has offered some excellent answers for faculty struggling to transform their students into lifelong learners

Restructuring Introductory Physics by Adapting an Active Learning Studio Model

Despite efforts to engage students in the traditional lecture environment, faculty in Georgia Southern University’s Physics Department became dissatisfied with lecture as the primary means of instruction. During the fall semester of 2006, our department began adapting the studio model to suit the needs of introductory calculus-based physics students at our institution. A studio course seamlessly integrates the lecture and laboratory courses into a single course, devoting much of the class time to active, collaborative, student-centered learning. An emphasis was placed on replacing traditional lectures with interactive, technology enriched class periods designed around the various learning styles. New teaching materials were created so that old laboratory assignments, very “cook-book” in nature, could be replaced with new inquiry-based laboratories. Assessment indicated students enrolled in the studio courses experience greater success in achieving the desired learning outcomes than those students enrolled in the traditional lecture courses. As of the fall semester of 2008, all sections of the introductory calculus-based physics courses at Georgia Southern University are taught utilizing the newly adapted studio model

Letter from Philip Gatch to James B. Finley

Gatch believes that American Indians are one of the Lost Ten Tribes of Israel. He has written an essay on facts and thoughts relative to the Indian situation. He says that the facts come from scripture, and the thoughts are original or culled from other sources. The essay is meant to furnish instruction and encouragement to the Indians. Gatch would like Finley\u27s father to edit and publish the essay and wants several copies given to the Indians. He tells Finley -- I expect that I am the oldest preacher that belongs to the Methodist Connection in America. I was in the first class of preachers that was taken into full connection in America. [Note: Essay is archived in Philip Gatch Papers, Archives of Ohio United Methodism, Group III.A] Abstract Number - 840https://digitalcommons.owu.edu/finley-letters/1327/thumbnail.jp

A Comparison of Maize Stalk Rot Occurrence in Bt and Non-Bt Hybrids

Stalk rots, caused by a complex of fungal species, are among the most widespread and destructive diseases of maize. Larvae of the European corn borer (ECB) (Ostrinia nubilalis) promote stalk rot development by creating entry points for fungi, serving as vectors of pathogens, and causing physiological stress that may predispose plants to stalk decay. Field experiments were conducted in 1998, 1999, and 2000 to determine whether the use of transgenic Bt hybrids expressing insecticidal proteins would influence stalk rot symptoms (pith disintegration, pith discoloration, and lodging). Five hybrids representing different Bt types (or “Bt events”) (176, BT11, MON810, DBT418, and CBH351) were paired with their near-isogenic, non-Bt counterparts and subjected to treatments of manual and natural infestation with ECB larvae. Manual infestation resulted in significantly more ECB tunneling than natural infestation in 1998 and 1999 and significantly more lodging in 1998. There were significant linear correlations between ECB injury and stalk rot symptoms in non-Bt hybrids in 1998 and 1999, but not in 2000. A standard foliar insecticide treatment for ECB did not significantly affect stalk rot symptoms. In 1998, Bt hybrids had significantly less ECB tunneling, stalk discoloration, pith disintegration, and lodging compared with non-Bt hybrids, but these effects depended upon the Bt event and the infestation treatment. Similar but less pronounced effects of Bt events were observed in 1999. The 2000 results were more variable; the amount of pith disintegration was significantly lower but discoloration was significantly higher in the BT11 hybrid compared with its non-Bt counterpart, and the amount of lodging was significantly higher in the event 176 hybrid compared with its non-Bt counterpart. The ratio of stalk strength to grain weight did not consistently differ between Bt and non-Bt hybrids. These results indicate that, although specific Bt events in some years may cause reductions in stalk rot, the overall effect of Bt transformation on stalk rot occurrence is highly variable

Editor\u27s Note

This issue of the International Journal for the Scholarship of Teaching & Learning concludes the tenth year of publication for the journal. In 2007, the founding editor, Alan Altany, wrote in the Editor’s Comment of the inaugural issue: “International Journal for the Scholarship of Teaching & Learning (IJ-SoTL) aspires to be an agent and catalyst for SoTL’s transforming work for a renewed awareness of and attentiveness to teaching and learning, for questioning assumptions and thinking about teaching, and for systematic and effective ways to improve learning and teaching in higher/tertiary education. IJ-SotL’s goal is to serve as a crucible or nexus for creating contacts, conversations, contemplation, and collaborations in connection with SoTL. … Readers are the keystone to the journal being profoundly international in its Review Board, authors, and readership. If IJ-SoTL fulfills its vision, it will be because of you and others like you around the world who seek improvement, even transformation, of student learning in higher/tertiary education today.” Ten years later, it continues to be an exciting time for the journal. Since the publication of the last issue of the journal in January of 2016, Digital Object Identifier (DOI) numbers have been enabled for the journal. DOIs have been assigned to all articles in the present and back issues of the journal. The journal continues to be indebted to its Editorial Review Board, authors, and readership for ten years of dedication and support

Run Boys Run: Historical Markers of Sherman\u27s March to the Sea

Georgia\u27s historical markers highlight significant events in Georgia\u27s history in the location where they happened– they are meant to be understood and consumed by the general public. Due to the widespread development of the Lost Cause narrative in the post-Confederate South, particularly during the 1950s and 1960s, historical markers concerning Sherman\u27s March to the Sea contain many false notions about General Sherman and his Union soldiers. Focusing on historical markers in Georgia\u27s Coastal Plain and Low Country, this study analyzes the memorialization of the march and the impact of an invented mythico-history on the narrative portrayed as such falsehoods perpetuate lasting impacts from the American Civil War. For the purpose of this study, the markers are grouped based on location, creating six categories: markers at railroads, bridges, churches, rural areas, urban areas, recognized sites, and those that are missing. Examining material culture, primary historical accounts, and landscape use reveals how the markers\u27 narratives are often erroneous. These distorted narratives shape modern public and cultural perceptions of Sherman\u27s March to the Sea as they hold a weight of authority. Although the use of the markers impacts the reach of the information, markers at registered historical sites with an interpreted landscape stand out more than roadside markers. As such, the markers\u27 context, location, and information presented are integral to understanding how Sherman\u27s March to the Sea is manipulated to bolster the Lost Cause narrative