Fanning the Flames: Interpretations and Reactions to McCarthyism

This project will examine the meaning of “McCarthyism” and the ways in which writers have portrayed Joseph McCarthy and the era named for him. It will start with the initial effect on the United States, in the 1950s and throughout the Cold War. Contemporary scholarly interpretations will look at what effect the era had on academic freedom, how much of a threat Communism actually was, and how it shaped foreign and domestic policy. The second section of the paper will delve deeper into the issues on a local level as it uses over 200 editorials and letters to the editor from the two major Rochester, NY newspapers, the Rochester Democrat and Chronicle and the Rochester Times Union, to gauge the reactions and feelings of Rochesterians on the Red Scare. This section also highlights important local court cases of suspected communist activity in the Rochester area. Finally, there is a collection of materials for use by American History teachers on McCarthyism. The material on McCarthyism, and the Red Scare of the 1950s is quite extensive, and therefore, quite unreasonable to use in one unit given the time constraints of the curriculum. Consequently, this work is organized so that teachers can pick and choose various lesson ideas, or materials that would best fit their individual needs. Each document, or collection of documents, will be accompanied by some suggestions for how to use them

The Gay Young Bride

https://digitalcommons.library.umaine.edu/mmb-vp/5008/thumbnail.jp

Testing the Aspect Hypothesis in L2 Russian

Previous research involving the Aspect Hypothesis (AH) has shown that second language (L2) learners are sensitive to lexical aspect when applying grammatical markers, associating perfective-past marking with telic verbs and imperfective past marking with atelic verbs (Andersen, 1991; Andersen & Shirai, 1994). Some studies, however, report that in the initial stages of learning, L2 learners may assign a default past tense form across lexical aspect categories, suggesting that beginning learners may not initially adhere to the AH (e.g., Salaberry, 1999). The primary purpose of this dissertation is to investigate the degree to which L2 learners of Russian at various levels of proficiency adhere to the AH. This dissertation addresses two primary issues: (1) the degree to which L2 Russian learners of varying proficiency levels adhere to the AH, and (2) the conditions under which the AH may or may not be supported. Data from written narratives (N=42) and oral narratives (N=42), elicited using a film clip (Modern Times), and oral proficiency interview conversations (N=33) collected from classroom learners of Russian (L1 English) at various proficiency levels were analyzed for lexical aspect and tense-aspect marking with comparable data from native Russian speakers (N=18). The results indicate that the AH is supported to varying degrees dependent on task type and proficiency level, and that tasks involving lower planning levels (oral narratives and conversations) were generally more supportive of the AH, compared to the written narrative task that involved a higher level of planning. The results also show that beginning-level learners of Russian prefer the imperfective form in the past tense across the different task types. The results constitute preliminary support for the default past tense hypothesis in that there is a preference for a default marker (whether imperfective or perfective) in the past tense, at least in the beginning stages of language learning by L1 English classroom learners of aspectual languages such as Spanish or Russian. Two factors discussed as possible explanations for the use of default markers are the role of instruction and L1 influence

Using stepped-care approaches within internet-based interventions for youth anxiety: Three case studies.

Background There are a lack of clear guidelines for the dissemination of Internet-based cognitive behaviour therapy (ICBT) for childhood and adolescent anxiety in routine care. While self-guided ICBT has greater reach than therapist-guided ICBT, it is plagued by problems of low program adherence and many young people are not successfully treated. It is important that we identify models of ICBT that are accessible, but provide the right support, at the right time to those who need it. Stepped-care models of ICBT offer one potential solution. Objective This case study examined the application of stepped-care within an ICBT intervention for childhood and adolescent anxiety, in which young people were stepped up from self-guided to therapist-guided ICBT. Methods Three case studies are presented and include young males (aged 11–12 years) who participated in BRAVE Stepped-Care, a new ICBT program incorporating two treatment steps: Step 1 – five sessions of self-guided ICBT and Step 2 – five sessions of therapist-guided ICBT. Participants completed diagnostic assessments at pre- and post-treatment, along with a battery of self-report questionnaires. Step-up requirements were determined at a mid-treatment assessment. Treatment response was determined by change on diagnostic severity and presence of diagnosis and changes in self-reported anxiety symptoms (through T-scores and Reliable Change Indices). Results In-depth examination of the three case studies showed that decisions to step-up from Step 1 to Step 2 were complex and required consideration of program engagement and adherence, as well as changes on self-reported anxiety, behavioural indicators of anxiety and parent perspectives. Results showed that non-responders at mid-treatment who were stepped-up to therapist-guided ICBT after Step 1 were able to increase engagement and response to treatment in Step 2, such that they were free of their primary anxiety diagnosis at post-treatment. Conclusions The findings highlight the importance of early assessment of engagement and non-response within self-guided ICBT programs for youth anxiety and the positive changes that can subsequently occur when therapist-guidance is introduced mid-treatment for non-responders. The efficacy of stepped-care ICBT models needs to be confirmed in larger randomised controlled trials

The Old Fashion Girl With A New Fashion Gown

Photos of man and woman above woman dressed up with parasol and illustration of fan and flowershttps://scholarsjunction.msstate.edu/cht-sheet-music/2640/thumbnail.jp

The part the elementary principal can play in the speech program

Thesis (Ed.M.)--Boston Universit

Des espaces de travail collaboratif en pédagogie ? retour d'expériences à Centrale Nantes

National audienceL'objectif de cette communication est de présenter un retour d'expériences sur l'utilisation d'outils proposant des espaces de travail collaboratif. Il s'agit là de préparer au mieux les étudiants à leurs futures vies professionnelles. A ces fins, plusieurs typologies de projets expérimentent ces outils à l'Ecole Centrale de Nantes : • Pour des projets pédagogiques avec partenaires industriels identifiés • Ainsi que dans des projets de recherche novateur

De la pédagogie active en Génie Industriel : une nouvelle forme de compagnonnage. La formation par les pairs en management de projet

Comprendre le fonctionnement d'une entreprise, appréhender le rôle de l'ingénieur autant d'objectifs auxquels les Projets d'Etudes Industrielles de l'Ecole Centrale de Nantes répondent. Se déroulant sur un semestre, les 360 élèves de 1ère année de cycle ingénieur sont par équipe de 6 avec un sujet encadré par un industriel. Afin de les préparer à la gestion de projet et au management d'équipe, ce sont les élèves de 3ème année qui deviennent leurs formateurs. Spécialisés en management de projets, ils dispensent les bases aux plus jeunes. C'est un retour à une forme moderne de compagnonnage