The Life of A Reputation: The Public Memory of Ulysses S. Grant

At the time of his death in 1885, Ulysses S. Grant was widely regarded by his contemporaries as one of the great Americans of his age. Along with George Washington and Abraham Lincoln, his name was frequently included among the most accomplished heroes of the then still-young republic. Both nationally and internationally Grant was widely regarded as one of the world’s great military leaders. He was elected to the presidency of theUnited Statesduring one of the most divisive epochs in American history and won a decisive electoral victory to earn a second term. In his final years he embarked on a comprehensive world tour to great personal acclaim as well as the acknowledgement of this nation’s ascendancy as a world power. And literally hours before his death, he completed a literary work that stands today as one of the finest pieces of writing in American military history. Yet today, the remembrance of U.S. Grant bears little resemblance to the one he enjoyed among his contemporaries. As noted in a recent biography of Grant, his reputation has fallen into “disrepair.” In current popular memory, mention of Grant’s name frequently invokes images of a drunk, a failed and corrupt presidency, and a “butcher” who gained victory inAmerica’s great Civil War only as a result of superior resources and manpower. The intent of this study is to examine the evolution of Grant’s reputation from the American Civil War to recent times. It is intended to tell the story the storytellers told about Grant and how his reputation developed and was forged in popular memory. During his lifetime, this will include the study of a multitude of sources including newspaper accounts, political cartoons, diaries, and letters that reflected prevailing thought about Grant. In the years since his death, research will focus on those numerous factors that shape reputation. These will include delving into historical scholarship, literature, changing cultural nuances, political influences, and the wide range of popular entertainment vehicles so important in shaping public remembrance, to conclude with the suggestion that Grant’s reputation has been miscast in this nation’s popular memory

Intergenerational Education: The significance of 'reciprocity' and 'place'

In this article, the case is made for greater clarity in the definition of intergenerational practice and intergenerational education. Theoretically, the effects of all-age reciprocity and the significance of attending to 'place' are explored. Taken together, they help point to what is distinctive about the scope and purpose of intergenerational education. The author argues that any intergenerational practice must always involve an educative element that is focused, at least in part, on the on-going reciprocal production of new relations between generations through the way challenges are purposefully responded to in some specific place

Transition Program from School to Employment in Youths with Intellectual Disability: Evaluation of the Irish Pilot Study E-IDEAS

open3siAim: The purpose of this pilot was to evaluate the effectiveness of the E-IDEAS curriculum, specifically designed for workplace inclusion of youths with intellectual disabilities (ID) and aimed to transfer social, communication, independent living and employment skills. Method: The curriculum was attended by 5 participants, and it was provided concurrently with five different work-placements across a period of six months. Two assessment tools were used to demonstrate the acquisition of such skills and an evidence-base improvement of their quality of life. Pre and postintervention standardized assessments were also taken for measuring the improvement in quality of life (through the San Mart n Scale) and adaptive behavior (through the Vineland-II Adaptive Behavior Scale). Results: The data collected showed increases in the acquisition of such skills. Evidence of maintenance and generalization were also demonstrated. Conclusion: Implications for practice and further research are discussed.openTraina I, Mannion A, Leader GTraina I, Mannion A, Leader

Exploring student participation across different arenas of school life

Much has now been written on student participation at school. Yet a lack of conceptual clarity, contestation over purpose and benefits, and uncertainty about how to culturally embed and effectively facilitate participation in school contexts continue to pose considerable challenges. This article reports the qualitative findings from a large‐scale, mixed‐method study that sought to explore how participation is perceived and practised in schools. The qualitative phase involved students from Years 7–10 (n = 177) and staff (n = 32) across 10 government and Catholic secondary schools in New South Wales (NSW), Australia. The data demonstrate that considerable efforts are being made in NSW schools to expand opportunities through which students might ‘participate’, with these explored across three key arenas of school life: the classroom; co‐curricular activities, including formal participatory structures; and informal relational spaces. Although participatory opportunities were largely ad hoc and often dependent upon the approach of individual teachers or school initiatives, differing enactments of childhood and adulthood were identifiable between the three arenas, along with varying expectations in this regard. The classroom emerged as a positive arena at present, and one in which adult–child relations are beginning to become reconfigured. The co‐curricular arena was much more contested, with the breadth of potential participatory opportunities perhaps distracting from the need to address underlying intergenerational issues. However, informal relational encounters between students and teachers were becoming increasingly egalitarian, and these offer scope for creating the cultural preconditions such that student participation might expand more evenly across school life

Host Instar Susceptibility and Selection and Interspecific Competition of Three Introduced Parasitoids of the Mealybug Paracoccus marginatus (Hemiptera: Pseudococcidae)

Three previously introduced parasitoids (Acerophagus papayae Noyes and Schauff, Anagyrus loecki Noyes and Menezes, and Pseudleptomastix mexicana Noyes and Schauff [Hymenoptera: Encyrtidae]) of the mealybug Paracoccus marginatus Williams and Granara de Willink (Hemiptera: Pseudococcidae) were studied for their host instar susceptibility and sex ratio, host instar selection, and interspecific competition in the laboratory. All three parasitoids were able to develop in the second instars, third-instar females, and adult females of P. marginatus. No progeny emerged from first-instar mealybugs. The proportion of female emergence was increased with increasing host size. Parasitoids selected their host instars for oviposition when they had a choice. Between second- and third-instar hosts, A. papayae and P. mexicana had significantly higher parasitism in second-instar mealybugs, whereas A. loecki had higher parasitism in the third-instar mealybugs. When competed with either one or two parasitoid species, A. papayae was significantly more successful in second-instar hosts and A. loecki was significantly more successful in third-instar mealybugs. P. mexicana was significantly less competitive when with A. papayae in both second and third instars, with A. loecki in third instars and with both A. papayae and A. loecki in second and third instars. Overall, A. papayae provided a better control of the host, when present singly or with the other two parasitoids. This information is important in evaluating the efficiency of A. papayae, A. loecki, and P. mexicana and understanding the outcome of their recovery and establishment in field studies conducted in Florida

Developmental Time, Longevity, and Lifetime Fertility of Three Introduced Parasitoids of the Mealybug Paracoccus marginatus (Hemiptera: Pseudococcidae)

Developmental time, longevity, and lifetime fertility of three previously introduced parasitoids (Acerophagus papayae Noyes and Schauff, Anagyrus loecki Noyes and Menezes, and Pseudleptomastix mexicana Noyes and Schauff) (Hymenoptera: Encyrtidae) of the mealybug Paracoccus marginatus Williams and Granara de Willink (Hemiptera: Pseudococcidae) were studied in the laboratory to understand the outcome of their recovery in field studies conducted in the United States. The developmental time of both male and female A. papayae and A. loecki was shorter than the developmental time of male and female P. mexicana. Male parasitoids of all three species had a shorter developmental time than their females. All parasitoids had a shorter developmental time in adult-female mealybugs than in second instars. Mating status (unmated and mated) had no effect on the male longevity. Unmated and mated females that were not allowed to oviposit had similar longevity and lived longer than those that were allowed to oviposit. Virgin females produced male only progeny with higher number of males from A. loecki or P. mexicana than from A. papayae. The number of females and the cumulative progeny was smaller for A. papayae than for A. loecki or P. mexicana. The progeny sex ratio (proportion of females) was not different among the parasitoids. A. papayae had the shortest reproductive period followed by A. loecki and P. mexicana, respectively. This information is important in evaluating the efficiency, recovery and establishment of A. papayae, A. loecki, and P. mexicana

The global dimension in education and education for global citizenship: genealogy and critique

Encouraged by transnational organisations, curriculum policy makers in the UK have called for curricula in schools and higher education to include a global dimension and education for global citizenship that will prepare students for life in a global society and work in a global economy. We argue that this call is rhetorically operating as a ‘nodal point’ in policy discourse – a floating signifier that different discourses attempt to cover with meaning. This rhetoric attempts to bring three educational traditions together: environmental education, development education and citizenship education. We explore this new point of arrival and departure and some of the consequences and critiques. Key Words: education for global citizenship, environmental education, development education, citizenship education

Young people’s interaction with natural heritage through outdoor learning

Funded jointly by Scottish Natural Heritage and Learning and Teaching Scotland, this research forms part of a two-year research and development programme entitled Outdoor Connections. A key aim of the programme is to research the current state of outdoor education in Scotland for 3–18-year-olds. Outdoor Connections, in turn, is seeking to understand how outdoor learning can be harnessed to address the aims of the current national curriculum development initiative: A Curriculum for Excellence (hereafter ACfE). The research comes at a time when formal outdoor learning is broadening its scope beyond adventure and field studies activities to include a wider range of activities across the whole curriculum thereby potentially connecting learners with their environment, their community, their society and themselves. The report analyses two sets of data. The first comes from a survey of schools’ and pre-school centres’ provision of formal outdoor learning. The second set of data comes from interviews with young people themselves (ages 3–16) about their outdoor experiences more generally. The report analyses these data to show how different types, durations and locations for outdoor learning provide different kinds of opportunities for interaction with nature and different learning outcomes

Draft Genome Sequences of Five Novel Polyketide Synthetase-Containing Mouse

We report herein the draft genomes of five novel Escherichia coli strains isolated from surveillance and experimental mice housed at MIT and the Whitehead Institute and describe their genomic characteristics in context with the polyketide synthetase (PKS)-containing pathogenic E. coli strains NC101, IHE3034, and A192PP.National Institutes of Health (U.S.) (P30-ES002109)National Institutes of Health (U.S.) (T32OD010978)National Institutes of Health (U.S.) (R010D0111141