Black Colorism and White Racism: Discourse on the Politics of White Supremacy, Black Equality, and Racial Identity, 1915-1930

The following study unravels how Garveyite black nationalists, black integrationists, and Virginian white supremacists understood the race problem and its solution between 1915 and 1930. The racial identity and experiences of these three distinct groups, each informed how they understood the race problem and its solution. The divergent notions about the source of and solution to the race problem coalesced with colorism, sowing seeds of intraracial and interracial conflict and cooperation between the Garveyite black nationalists, black integrationists, and Virginian white supremacists as they navigated how to redress white supremacy and black equality. According to black integrationists and Garveyite black nationalists, the race problem was the system of inequality in America and elsewhere that prescribed blacks as inferior and whites as superior. Both sought to dismantle this inferiority-superiority complex through organizations by pursuing policies that elevated black pride and brought about social, political, and economic equality and opportunities for blacks. While black integrationists and Garveyite black nationalists both understood the source of the problem as the same, their methodology differed drastically. As both race-based organizations attempted to protect their own agenda and bring about the end of racial discrimination and injustice, both colorism rhetoric and Garveyite black nationalists’ alliance with Virginian white supremacists, strengthened rather than weakened white supremacy. Colorism imbued more disunity within the black race, making it difficult for either organization to obtain an immediate end to white racism. Conversely, Virginian white supremacists understood black agitation for equality to be the source of the problem and thus sought to preserve the color line by reaffirming white supremacy. By affiliating themselves with the UNIA, Virginian white supremacists hoped to convince whites that the only way to preserve white supremacy and purity was to repatriate blacks to Africa. The Garveyite black nationalists, they advocated, could assist in this process because they sought to return to Africa. Even though Virginian white supremacists wanted to maintain white supremacy, their solution vis-à-vis racial separation aligned with the agenda Garveyite black nationalists, who also wanted racial separation. Thus, as Garveyite black nationalists used colorism and like agendas to align themselves with Virginia white supremacists, they exacerbated intraracial racial conflict with the black race

Gauging ADA Compliance in the 21st Century Business Internet: A Pilot Study

This paper explores issues of accessibility in Web design, including the applicability of various federal statutes such as the Americans with Disabilities Act of 1990 (ADA) and Section 508 of the Rehabilitation Act of 1973. A pilot study of six private sector websites is completed to gauge the effectiveness of current accessibility standards as interpreted from the ADA and Section 508. Evaluating these sites shows that even after 25 years, sites still have accessibility issues

PROGARDES\u3csup\u3eTM\u3c/sup\u3e: A Legume for Tropical/Subtropical Semi-Arid Clay Soils

The range of available sown pasture legumes for the vast heavy clay soil regions of northern Australia has long been regarded as being deficient (Burt 1993; Jones and Clem 1997; Pengelly and Conway 2000). Indeed immense areas of northern Australia’s semi-arid clay soil regions have no sown pasture legume with proven adaptation and persistence through the long annual dry seasons (Gardiner and Swan 2008). The genus Desmanthus is a Mimosaceae legume containing some 24 species which are native to the Americas and range from being herbaceous to suffruticose in habit (Luckow 1993). Desmanthus is one of the very few legumes consistently observed to persist under heavy grazing on clay soils in their native environments (Pengelly and Conway 2000). Numerous accessions of Desmanthus were collected and introduced into Australia by various institutions, notably CSIRO and QDPI, over the past 50 years (Reid 1983; Pengelly and Liu 2001), as potential legumes for clay soils. After years of multi-site field evaluation of Desmanthus and other species, in 1991 QDPI released 3 Desmanthus cultivars, cvv. Marc (D. virgatus), Bayamo (D. leptophyllus) and Uman (D. pubescens), which were marketed as a blend named “Jaribu” (Cook et al. 1993). Currently, only cv. Marc is available commercially with a focus on southern subtropical Queensland markets. How-ever, Pengelly and Conway (2000) state that, owing to Marc’s low dry matter production, its contribution to animal diets and soil N is limited

Platinum group element signatures in the North Atlantic Igneous Province: Implications for mantle controls on metal budgets during continental breakup

The North Atlantic Igneous Province (NAIP) is a large igneous province (LIP) that includes a series of lava suites erupted from the earliest manifestations of the (proto)-Icelandic plume, through continental and ultimately oceanic rifting. The lavas of one of these sub-provinces, the British Palaeogene Igneous Province (BPIP), were some of the first lavas to be erupted in the NAIP and overlie a thick crustal basement and sedimentary succession with abundant S-rich mudrocks. We present the first platinum-group element (PGE) and Au analyses of BPIP flood basalts from the main lava fields of the Isle of Mull and Morvern and the Isle of Skye, in addition to a suite of shallow crustal dolerite volcanic plugs on Mull, and other minor lavas suites. BPIP lavas display both Ssaturated and S-undersaturated trends which, coupled with elevated PGE abundances (> MORB), suggest that the BPIP is one of the most prospective areas of the NAIP to host Ni-Cu-PGE-(Au) mineralisation in conduit systems. Platinum-group element, Au and chalcophile element abundances in lavas from West and East Greenland, and Iceland, are directly comparable to BPIP lavas, but the relative abundances of Pt and Pd vary systematically between lavas suites of different ages. The oldest lavas (BPIP and West Greenland) have a broadly chondritic Pt/Pd ratio (~ 1.9). Lavas from East Greenland have a lower Pt/Pd ratio (~ 0.8) and the youngest lavas from Iceland have the lowest Pt/Pd ratio of the NAIP (~ 0.4). Hence, Pt/Pd ratio of otherwise equivalent flood basalt lavas varies temporally across the NAIP and appears to be coincident with the changing geodynamic environment of the (proto)-Icelandic plume through time. We assess the possible causes for such systematic Pt/Pd variation in light of mantle plume and lithospheric controls, and suggest that this reflects a change in the availability of lithospheric mantle Pt-rich sulphides for entrainment in ascending plume magmas. Hence the precious metal systematics and potential prospectivity of a LIP may be affected by contamination of plume-derived magmas by subcontinental lithospheric mantle at the margins of cratons that has been enriched by Palaeoproterzoic orogenesis

The Effects of Visual Cues, Prompting, and Feedback within Activity Schedules on Increasing Cooperation Between Pairs of Children with Autism Spectrum Disorder

Activity schedules are visual support strategies that use visual cues, such as photographs and/or written words, to teach a learner to engage in a sequence of tasks or activities independently. Until recently, research on activity schedules has involved one schedule being followed by one individual. In order to facilitate cooperation between two individuals to complete one task, and to increase engagement between peers, cooperative activity schedules are being introduced as interventions in educating students with autism. A multiple baseline design across three activities was used to assess the effects of including an instructional package consisting of visual cues, prompting, and feedback to increase cooperation within an activity schedule between two students with autism spectrum disorder (ASD). This design was replicated across two pairs of participants. Baseline data indicated a lack of cooperation across both of the pairs. Following intervention, an increase in cooperation amongst both of the pairs was demonstrated. All prompting and reinforcement systems were effectively faded out for both pairs, and 2-week and 1-month follow up probes indicated cooperation maintained in the presence of the visual cue

Facilitators and barriers to teaching undergraduate medical students in general practice

CONTEXT Globally, primary health care is facing workforce shortages. Longer and higher-quality placements in primary care increase the likelihood of medical students choosing this specialty. However, the recruitment and retention of community primary care teachers are challenging. Relevant research was predominantly carried out in the 1990s. We seek to understand contemporary facilitators and barriers to general practitioner (GP) engagement with undergraduate education. Communities of practice (CoP) theory offers a novel conceptualisation, which may be pertinent in other community-based teaching settings. METHODS Semi-structured interviews were undertaken with 24 GP teachers at four UK medical schools. We purposively sampled GPs new to teaching, established GP teachers and GPs who had recently stopped teaching. We undertook NVivo-assisted deductive and inductive thematic analysis of transcripts. We used CoP theory to interpret data. RESULTS Communities of practice theory illustrated that teachers negotiate membership of three CoPs: (i) clinical practice; (ii) the medical school, and (iii) teaching. The delivery of clinical care and teaching may be integrated or exist in tension. This can depend upon the positioning of the teaching and teacher as central or peripheral to the clinical CoP. Remuneration, workload, space and the expansion of GP trainee numbers impact on this. Teachers did not identify strongly as members of the medical school or a teaching community. Perceptions of membership were affected by medical school communication and support. The findings demonstrate gaps in medical school recruitment. CONCLUSIONS This research demonstrates the marginalisation of primary care-based teaching and proposes a novel explanation rooted in CoP theory. Concepts including identity and membership may be pertinent to other community-based teaching settings. We recommend that medical schools review and broaden recruitment methods. Teacher retention may be improved by optimising the interface between medical schools and teachers, fostering a teaching community, increasing professional rewards for teaching involvement and altering medical school expectations of learning in primary care