Women on the Civil War Battlefront

Review of: "Women on the Civil War Battlefront," by Richard H. Hall

Insiders or outsiders? : the rhetoric of compromise in post-Reconstruction institutionally-sponsored African American literacy.

This dissertation examines the history of Berea College in Kentucky. Founded before the Civil War, it was a small, private southern college that educated blacks, whites, women and men equally, an early model of cooperation and social harmony. Its rigorous college curriculum was modeled after northern elite institutions, and black graduates before 1904 held a variety of positions: professors, principals and superintendents, ministers, attorneys, physicians, and civil engineers. However, in 1904 Kentucky passed legislation requiring blacks and whites to be educated separately. Berea College set aside funding and established the all-black Lincoln Institute near Louisville. While Lincoln Institute was presented as a positive achievement, it offered no college department and only provided secondary and industrial levels of education, similar to Tuskegee in Alabama and Hampton in Virginia. Although Lincoln Institute\u27s trustees specified arrangements for “the higher education of such graduates of this department as show special character and ability for leadership,” this promise was never realized. Using literacy theory and archival research, this research emphasizes differences between working class and classical educations, in education for freedom versus servitude, and places the loss of access to a collegiate-level education for blacks into a larger historical milieu. Chapter I identifies the boundaries and theoretical foundations of this archival research, and sets the historical context for the more detailed evidence in Chapters II-III. Chapter II examines institutional, national, and state sponsorship of education and uses W.E.B. Du Bois and Booker T. Washington as examples of national pressures brought to bear on Kentucky. Chapter III focuses on community sponsorship through individual voices affected by the policy changes at the College. Finally, Chapter IV concludes the research with a brief summary and argues the importance of both institutional and community sponsorship in understanding the current challenges of encouraging diversity and social equality on college campuses

Let Them Be Little: A Transcendental Phenomenological Study of the Experiences of Kindergarten Teachers during an Era of Educational Reform

The purpose of this transcendental phenomenological study was to understand the lived experiences and perceptions of kindergarten teachers who taught through an era of federally mandated, standards-based educational reforms. This study was guided by two theories as each contributes to an explanation as to how educational reform has strayed far from the central purpose for kindergartens. Piaget’s theory of cognitive development sought to explain how a child constructs a mental model of the world and postulated that there are four distinct stages of human development from birth to adulthood. Vygotsky’s sociocultural theory stated that children learn through play and the social interactions that occur when they play. Kindergarten teachers in the southeastern United States were selected as participants to gather their lived experiences with the phenomenon of teaching kindergarten during a shift from a social-emotional and play-based model to a standards-based, academically focused model. Data was collected via individual interviews, focus groups, and letter writing by participants and analyzed using the methods described by Moustakas. Five major themes were revealed: pre-shift environment and pedagogy, post-shift environment and pedagogy, academic standards, accountability, and collateral damage. These themes, in alignment with the research questions, described the experiences of kindergarten teachers during an era of sweeping educational reform. Overall, the most substantial finding from this study was that the collateral damage, or unintended negative consequences, occurred because of educational reform. These negative consequences affected educators, students, and almost every aspect of the classroom, which is contrary to the perceived intent of the legislation

Surface-plasmon wave at the planar interface of a metal film and a structurally chiral medium

The solution of a boundary-value problem formulated for a modified Kretschmann configuration shows that a surface-plasmon wave can be excited at the planar interface of a sufficiently thin metal film and a nondissipative structurally chiral medium, provided the exciting plane wave is p-polarized. An estimate of the wavenumber of the surface-plasmon wave also emerges thereby

Characterization of Artificial Magnetic Conductor Strips for Parallel Plate Planar Antennas

Metamaterial structures have unique properties in controlling the propagation of electromagnetic waves. In this work, we analyze the effect of artificial magnetic conductor (AMC) surface strips on the bottom face of an oversized parallel plate waveguide to enhance the wave guidance within it. The results using these configurations in a linear slot array antenna fed by a rectangular parallel plate waveguide are presented as an example of application

Exile Vol. LVII

Spence, Caroline:To Lose a Brother 7Frances in Three Parts 8-11 Current, Abby: February\u27s Belly 12Selkie Woman 13-14 Callahan, Meghan: Whirl 15Halloween 25-26cool 27-29Faith 39-40Bookish (cover) Eden, Tristan: Runaway 16Sharkey\u27s Philadelphia 17 Heestand, Ashley: Tragedy, 1979 18-24 Persia, Danny: 20,000 Leagues Under the Sea 30-33Hymn to Satan 34-37 DiMartini, Amanda: untitled 38 Bullock, Karen: Gypsies 41-42 Swensson, Ellie: Phenomenology 43-44 Snow 45-47 Moran, Megan: untitled 48 untitled 58 Whites, Shawn: The Woman Across the Alley 49-57 Roozeboom, Nikki: Stain 59Distant 60-61 Ferguson, Brittani: That Dusty Italian Dugout 62-63 Gateway 64 Burdoff, Holly: Transitions 6