Reconciliationism and the Professionalization of History: a Case Study in the Legacy of White Supremacy and Abuse of History in Early Twentieth Century History Textbooks

This dissertation examines the 19th century legacy of white supremacy in United States History high school textbooks authored by six early 20th century white academics subject to the societal and professional influences of Civil War reconciliationism and the constraints and opportunities of their newly professionalized field. Employing a case study approach, it focuses on textbook content in four areas: slavery, abolitionism, Civil War causation, and Reconstruction within the context of five parameters: contemporaneous historiography, accepted professional practices for researching and writing history, continuity – or lack thereof – across multiple revisions, and between textbook content and the individual academic scholarship of the authors. It also considers influences potentially attributable to the authors’ educational, professional, and personal backgrounds. The ubiquitous presence of toxic white supremacy in history textbooks of this period is a given, and the goal of this study is certainly not to exonerate their authors. But it does question the pat assumption that a highly racist society simply produced highly racist textbooks. It seeks, then, to determine if academic textbook authors were working within the accepted professional practices of their time or if white supremacy was advanced through deliberate abuse of the historical record. Answering this question creates a three-pronged objective. First, to determine if the treatment of slavery, abolitionism, Civil War causation and Reconstruction differed appreciably from title to title, and, if so, to what might the differences be attributed. Second, to evaluate the usefulness of Dutch ethicist Antoon de Baets’ “Theory of the Abuse of History” in identifying and categorizing irresponsible and abusive history in secondary source-based textbooks. And, finally, to determine if works by diverse authors demonstrate common, overarching history abuse intended specifically to advance white supremacy. The long-term legacy of these textbooks speaks to the obligation of assigning responsibility to all those who have worked against racial equality. Overall, this case study seeks to broaden the historiography for deeper, more critical understanding of early 20th century history education, the legacy of which endures within systemic contemporary racism

De Bono\u27s Six Hats Thinking Strategy for All Content Areas

Problem-solving and collaboration require people to compromise, negotiate, and brainstorm to understand, create, manage, judge, and be intuitive and remain positive and calm while working as a team to address problems. Teachers can teach students to collaborate and problem-solve in any content area using de Bono\u27s Six Thinking Hats Strategy. Using de Bono\u27s strategy, university students in this study explored learning hats and ways to apply learning hat properties to collaborate and problem solve in group activities. Researchers employed a mixed-method study enlisting both general education and special education pre-service undergraduate and in-service graduate teachers to discover personal thinking hat characteristics

Core Measures

Core Measures are hospital quality measures that are monitored and reported to the Joint Commission and the Centers for Medicare & Medicaid Services (CMS). They are evidence-based practices, scientifically researched standards of care which result in improved clinical outcomes for patients, and impact Value Based Purchasing reimbursement. They assist us to provide optimal care across all patient populations, help us identify areas where we can improve patient outcomes, and provide a focus for the development of clinical pathways and standard order sets.https://digitalcommons.centracare.com/nursing_posters/1011/thumbnail.jp

Documenting Illustrations; To Justify or Not to Justify ; Public Communication Campaigns; The Public Understanding of Science; Communicate!

Rreview of Documenting nIustrations, by Mary C. Hester, Jacquelyn L. Monday. and John I. Snead ; To Justify or Not to Justify, by Allan Haley; Public Communication Campaigns (Second Edition), edited by Ronald E. Rice and Charles K. Atkin; The Public Understanding of Science, by J.R. Durnat, G.A. Evans, and G.P. Thomas; Communicate!, by the Philippine Association of Communication Educators

Deciding When to Step In and When to Back Off: Culturally Mediated Writing Instruction for Adolescent English Learners

Culturally Mediated Writing Instruction invites students to take an inquiry stance toward issues of interest and significance—exploring issues, framing questions, gathering information, synthesizing findings into messages, publishing or presenting their findings, and assessing their efforts before moving on to other inquiries. CMWI can be seen as a rich and dynamic landscape of literacy tasks, routines, practices, materials, and dialogues that invites students to ask questions and to look for answers to those questions. Data from four high-school classrooms illustrate that CMWI teachers made interdependent and layered instructional decisions in response to students\u27 needs, and that they provided mediation toward for primary goals or instructional targets: confidence and risk-taking; concept development and content knowledge; skills and strategies for meaning-making; and linguistic awareness and cross-linguistic transfer

Panel 1 - Towards Effective Governmental Intervention: Ending Discrimination in the Workplace

FACILITATOR: Good morning, everyone and welcome to the “Enhancing Antidiscrimination Laws in Education and Employment Symposium”, hosted by the American University Journal of Gender, Social Policy & the Law, the American, and the National Institute for Workers’ Rights (“Institute”). And without further ado, let me pass it off to the Institute’s board president, Rebecca Salawde

Impact of Stranger Violence and Intimate Partner Violence on the Grades of American Indian/Alaska Native Undergraduate College Students

Stranger and intimate partner violence are pervasive public health problems that have a range of negative effects, with exceptionally high prevalence among ethno–racial minority youth. This study assesses the prevalence of these types of violence among American Indian/Alaska (AI/AN) students and examines the impact of victimization on academic performance AI/AN and non-AI/AN student populations using self-reported college health survey data. Results found that students who identified fully or partially as AI/AN reported markedly higher rates of all types of violence/abuse than did other students, and students who had experienced violence/abuse had lower GPAs those who had not. The interaction effect of female and violence type on GPA was significant for AI/AN students. Recommendations for future research and direct practice with AI/AN students are discussed

Developing systems leadership in public health: A scoping report

This document reports the outcomes of a scoping project commissioned by Public Health England (PHE) in order to outline possibilities for developing the systems leadership capacity of public health registrars and newly appointed consultants. It has been written for those involved in the design, delivery and accreditation of training and professional development for public health registrars and consultants across the UK in order to support the upscaling of systems leadership development opportunities within the sector.The project was undertaken by a multi-disciplinary team based at the University of the West of England, drawing on the expertise of the Bristol Leadership and Change Centre and the Centre for Public Health and Wellbeing as well as a number of independent consultants with backgrounds in leadership and organisation development and public health. The methodology involved consultation and engagement with a range of stakeholders with extensive experience of the public health landscape in the UK, including 10 registrars, 2 consultants, 3 directors of public health, 3 PHE managers/board members, 3 Faculty of Public Health (FPH) managers/board members, 4 heads of school/postgraduate deans, and 4 other UK-based public health professionals, through interviews, a focus group and a co-design workshop. Building on insights from the literature review and stakeholder consultation/engagement a series of principles and concepts underpinning a systems approach to leadership development are presented, along with six levels of learning, ranging from leading self to leading team/organisation, leading collaborations/partnerships, leading local systems and leading wider system/across systems. These principles are then used to outline an indicative development framework for public health professionals through the five years of the specialty training programme (as registrar) into the years following qualification (as consultant). Three distinct phases of learning/development are outlined, along with indicative content and learning outcomes. The report concludes with a series of 18 recommended actions, grouped into four thematic areas. It is hoped that this document provides a valuable resource for those involved in the development and accreditation of public health professionals and a timely call to action

American Indian/Alaskan Native College Dropout: Recommendations for Increasing Retention and Graduation

Throughout the United States, the college dropout rate among American Indian/Alaskan Native (AI/AN) students in public universities is the highest compared to any other student group. Researchers have identified this problem and offered reasons for it, but few have made specific efforts to disrupt the continued dropout rates. This article identifies and discusses three recommendations to address the dropout problem from a systems, rather than individual, perspective: (1) living and learning communities, (2) social belonging intervention, and (3) self-regulated learning activities. Studied with minority students, these endeavors show promise for retaining underrepresented students, specifically AI/AN students. To disrupt the long-term problem of dropouts among the AI/AN population, adjustments within public university systems must be part of the effort

The epidemiology of pseudallescheriasis complicating transplantation: Nosocomial and community‐acquired infection

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/141586/1/myc1990336296.pd