The Grand Parade: Remembering the American Civil War

On November 21, a small contingent from the 26th PEMR or PCG—Gettysburg College’s reenacting group—gathered early in the morning in Union uniform and civilian dress outside of the Appleford Inn. With a flowered wreath in hand, the small group made their way down Chambersburg Street. There, in sight of the Dollar General and the Segway Tour office, they laid the wreath at the base of the monument, which features a young college boy, musket in hand, as he marches off to battle. The group of students read the history of the unit and had their pictures taken, an annual tradition that has become a prominent memory in the minds of the student reenactors [excerpt]

Economic Interdependence and the Sovereignty of Debtor Nations: A Comparison of Mexican and Argentine Reactions to International Monetary Fund Stabilization

Part I of this Note examines the concept of sovereignty and the role of the International Monetary Fund (Fund) as an instrument of supranational or joint sovereignty. Part II traces the development of economic dependence in Mexico and Argentina, examines the history of both public and private lending to these nations, and suggests that their current indebtedness is an extension of a chronic need for imported capital. Part III discusses the growth of international bank lending to developing countries in the 1970\u27s, and Part IV examines the Fund\u27s role in the renegotiation of sovereign debt. Part V addresses the relationship between modern economic interdependence and sovereignty. The Note concludes that the relationship between commercial bank creditors and their sovereign debtors is one that has grown beyond the legal mechanisms that coordinate international economic relations

[Review of] Carol J. Scott. Kentucky Daughter

Carol Scott sets out in her first novel to cover some interesting territory: ninth-grader Mary Fred, a girl from a poor white family in Kentucky, decides to make something of herself, and so in order to go to a better school, she moves in with an aunt and uncle who live in a Virginia city on the Chesapeake Bay. As she grows and changes, she comes to recognize the value of her country heritage. Along the way she encounters the prejudices of the in crowd, the usual pubescent difficulties with boys, and sexual advances from a disturbed teacher

“They Don’t Teach This in High School”: An Examination of the Portrayal of Teenage Pregnancy in the MTV Television Show 16 and Pregnant

This paper examines the depiction of teenage pregnancy on the MTV show 16 and Pregnant- a documentary style reality show. Using a qualitative textual analysis the author examines how he teen girls describe themselves, whether contraception was discussed and if it was how so, what options the teens discussed in regards to the pregnancy, the role of the father of the child, the role of the mother and finally the role of the teens\u27 families. The author concludes that while 16 and Pregnant is a step forward in realistic portrayals of the consequences of sex targeted at teens, the show could be doing much more in terms of providing valuable sexual health information to teens

Assessing Vocabulary of Children: Investigating the Evaluation and Instruction of Basic Concepts

Vocabulary knowledge of preschool children is a key factor in predicting literacy success in elementary school (Hammer, Farkas, & Maczuga, 2010). However, few deliberate attempts to teach basic concept vocabulary have been studied (Bowers & Schwarz, 2013; Wilson, 2004). The purpose of this research is to determine if large group explicit instruction with interactive activities of specific basic concept vocabulary will increase preschool children\u27s understanding of basic concept terms when measured by a standardized basic concept assessment. This research will also assess the validity of a basic concept-curriculum based measure (BC-CBM) as an efficient tool to monitor a child\u27s understanding of basic concept vocabulary over time. There were 30 preschool children (M age=53.8 months) who participated in this experiment. Results demonstrated the standardized assessment and BC-BM raw scores improved through intervention. Further research is supported to evaluate the BC-CBM on a larger scale and control for more factors, which influence vocabulary development in children. Keywords: basic concept, vocabulary, preschool, assessmen

Silent Guardian: The 15th New Jersey Monument

This post is part of a series featuring behind-the-scenes dispatches from our Pohanka interns working on the front lines of history this summer as interpreters, archivists, and preservationists. See here for the introduction to the series. He stands at rest, knees slightly bent, musket casually leant back. His hands loosely grip the barrel, one over the other, calm but prepared. His mustached face looks with weary eyes over the slaughter ground. In the background can be seen trees alongside a winding dirt road and a solitary wheel—perhaps from a cannon—beside his left leg. He stands immobile, forever gazing over the picturesque landscape, the beautiful green of the earthworks, the scene of hell on earth just 150 years ago

A Woman in Soldier’s Dress: Taking the Field

The year was 1989. The place, a Civil War reenactment at Antietam National Battlefield. Lauren Cook (then Burgess) had been participating in reenactments for two years. Her portrayal of a fifer required her to wear a soldier’s uniform rather than in a civilian woman’s dress. She did her best to portray a soldier, disguising her sex so she could pass the “fifteen yard” rule, which meant that at fifteen yards she could not be identified as a woman. The call of nature proved to be her undoing, however, when an NPS official “caught” her coming out of the women’s restroom. Asked to wear a dress and portray a civilian, Cook refused and was told to leave the event. Cook perceived this as sex discrimination and filed a lawsuit against the federal government. Four years later, in 1993, she would win her court case. Though dramatic in nature, Cook’s experience is echoed through the many stories of women who attempt to portray soldiers in Civil War reenactments. Times have changed since 1989, and women are now allowed to portray soldiers, but the stigma remains. Women who wish to portray soldiers are expected to not only have an accurate uniform, but to pass the “fifteen yard rule.” For some, this is what they strive to do and many go above and beyond in accomplishing this. Others, however, do not even attempt to disguise their sex. This is where the controversy begins and people start to question whether or not women should be allowed to portray soldiers at all [excerpt]

A Woman in Soldier’s Dress: Then and Now

This post is the second in a three-part series on women soldiers in the Civil War and during modern reenactments. Also check out the introduction of this series. I was thirteen years old when I joined the 5th Kentucky Orphan Brigade, a Confederate reenactment group based out of south-central Kentucky. At fourteen, I “saw the elephant”—a Civil War term for seeing battle—for the first time as a soldier. It was the most terrifying thing I’ve ever done, but seven years later I credit that decision to go through with it as bringing me to where I am now, writing for the Compiler here at Gettysburg College. In those seven years, however, I have faced my fair share of scrutiny for portraying a soldier rather than a civilian. I didn’t become aware of the scrutiny until more recently, however, as I became more conscious both of historical and modern views about women portraying soldiers at Civil War reenactments [excerpt]

Eliminating unpredictable variation through iterated learning

Human languages may be shaped not only by the (individual psychological) processes of language acquisition, but also by population-level processes arising from repeated language learning and use. One prevalent feature of natural languages is that they avoid unpredictable variation. The current work explores whether linguistic predictability might result from a process of iterated learning in simple diffusion chains of adults. An iterated artificial language learning methodology was used, in which participants were organised into diffusion chains: the first individual in each chain was exposed to an artificial language which exhibited unpredictability in plural marking, and subsequent learners were exposed to the language produced by the previous learner in their chain. Diffusion chains, but not isolate learners, were found to cumulatively increase predictability of plural marking by lexicalising the choice of plural marker. This suggests that such gradual, cumulative population-level processes offer a possible explanation for regularity in language

The Impact of Intra-group Interaction on Identity and Action

The unifying theme of the chapters presented in this thesis is that intra-group interaction impacts on in-group identity content, and this content provides a foundation for social action and social behaviour. The primary goals of this thesis are first, to demonstrate that social realities can be established and transformed through interaction; and second, to investigate why the process of intra-group interaction can spark and exacerbate social conflict. In Chapter 1, I review and attempt to theoretically integrate the disparate literatures on group discussion, identity and action. In Chapter 2, I investigate the effect of interaction on the positive-negative asymmetry effect (PNAE). In Study 2.1, participants were more likely to discriminate on rewards than fines, and find allocating rewards to be a more legitimate and pleasant act than allocating fines. Conversely, participants thought allocating fines would have a more negative effect on recipients and felt more negative about allocating fines than rewards. In Study 2.2, when in-group advancement was obstructed, no PNAE was found: obstruction was sufficient justification for out-group punishment in its own right. When in-group advancement was not obstructed, the PNAE reversed after group discussion, such that more hostility occurred when participants administered fines than when they awarded rewards. This reversal was mediated by processes of norm formation. In Chapter 3, I describe three studies which show that consensual intra-group discussions about a negatively regarded out-group increased inter-group hostility. Study 3.1 compared group discussion about immigrants with individual reflection. Results showed that group discussion informed the content of stereotypes, which led to support for anti-immigrant policies. In Study 3.2, participants discussed either an irrelevant topic, the out-group stereotype, or the out-group stereotype plus what concrete actions should be taken towards that group. Only discussion of the stereotype significantly increased hostility, suggesting that the psychological products of discussion per se (cohesion, identification, etc.) are not solely responsible for hostility. Rather, social validation of the stereotype explained why its discussion increased hostility. Study 3.3 replicated these results with a behavioural measure. In Chapter 4, I present two studies which controlled for the content of interaction by showing participants short films of similar others having a group discussion. Study 4.1 investigated the paradoxical finding that when groups discuss potential courses of action against an out-group, they are less likely to act than when they discuss simply the out-group stereotype (Chapter 3). Results suggested that when group discussions imply that there is social consensus about a course of action, even the advocacy of extreme actions can increase support for (more moderate) social action. Study 4.2 manipulated whether or not the discussants consensualised on the out-group stereotype, whilst controlling for discussion content. Only when the discussion ended in consensus did participants identify with the discussants and perceive norms for social action. In Chapter 5, I address how social identities and their associated (self-) stereotypes can disadvantage members of low status groups, but how they can also promote social change. The data demonstrates that consensualisation in small groups can transform (or reconfirm) such stereotypes, thereby eliminating (or bolstering) stereotype threat effects. In Study 5.1, female participants were asked why men are (or are not) better at maths. They generated their answers individually or through group discussion. Stereotype threat was undermined only when they collectively challenged the stereotype. Content analyses suggest that discussions redefined in-group and out-group stereotypes, providing the basis for stigma reversal or confirmation. In Study 5.2, male and female participants confirmed or challenged the stereotype in same-gender discussion groups or no discussion, baseline conditions. After a discussion that confirmed the stereotype, women displayed signs of stereotype threat and men’s performance was “lifted”. When they challenged the stereotype, the difference between men and women on the maths test was eliminated. Overall, the results reported in this thesis suggest that intra-group interaction enables group members to develop an understanding of their common ideology, which may establish the consensual basis of their identity content. If such consensualisation occurs, this provides them with a sense that their perceptions of reality are socially valid, and gives rise to (implicit or explicit) in-group norms. This provides individuals with a solid foundation upon which they may act. The implications of these conclusions are discussed in Chapter 6.Economic and Social Research Counci