The Civil War in East Tennessee: A Social, Political, and Economic Study

By the mid-nineteenth century, East Tennessee had evolved into an unique Southern region. Divergent patterns of growth, society, politics, and economics marked the eastern counties as distinct from Tennessee\u27s other sections, a situation greatly influenced by the region\u27s geographic isolation. By the eve of the Civil War, the region\u27s people perceived themselves as different from their fellow Tennesseans; and in many ways a deep-seated distrust of the rest of the state was commonplace. Therefore when Governor Isham Harris, backed by overwhelming popular support in Middle and West Tennessee, made moves to withdraw the state from the Union in the spring of 1861, Unionist leaders in East Tennessee organized a powerful movement to prevent secession. Although these leaders failed, Unionism never died in East Tennessee despite intense Confederate efforts to snuff it out. Because the majority of its people remained loyal to the Federal Government, the region had unusual war experiences. This study attempts to describe the Civil War in East Tennessee and to analyze the impact of the conflict upon the region, especially institutions such as local government, education, the church, and slavery. Confederate and Federal authorities alternately attempted to assert and then maintain control of East Tennessee; yet neither was entirely successful. Initially the Confederates tried a conciliatory policy in hopes that the Unionists could be persuaded to join the Southern cause eventually. When this failed, harsh measures, including mass arrests, a declaration of martial law, and strict enforcement of conscription, were employed to break the grip of East Tennessee Toryism. But these only resulted in further alienation of the populace. Thousands either fled to the relative safety of Kentucky or else launched a campaign of sabotage and guerrilla warfare to subvert the Confederates. When United States forces occupied the region in the fall of 1863, Federal authorities were little more successful in gaining effective mastery of the eastern counties. While the Provost Marshal attempted to maintain law and order, revenge-minded Unionists, prodded by editor William G. Brownlow, sought harsh retribution from their former oppressors. At the same time, Confederate guerrillas mounted a campaign of counter-terror, and from early 1864 until the end of the war, East Tennessee was torn by a bitter struggle. Not until the closing weeks of the conflict, did the Federals finally exert effective control over the region. The struggle in East Tennessee however, did not end with the surrender of armies elsewhere, for Unionists continued to seek revenge. Ex-Rebels were either driven from the region or were forced to live in fear of reprisals. Not until the end of the decade, did much of the violence and bitterness subside. Because of the intensity of the struggle in East Tennessee, crucial institutions were deeply affected. Local government was forced to take on unprecedented responsibilities which further strained budgets already weakened by the disruptions of war. Ironically Unionists maintained considerable political influence on the local level during Confederate occupation and then used the state courts as one means of seeking revenge on ex-Rebels. Education on all levels was seriously disrupted by the war but recovered gradually once peace was restored. East Tennessee churches were fragmented as a result of the conflicting loyalties frequently found within congregations. One institution, slavery, did not survive the war. Although blacks were only a small percentage of the East Tennessee population, at times all whites felt threatened by the freedom of the slaves. Initially all Unionists pledged loyalty to the Federal Government, but still maintained that slavery must be preserved. The disruptions of war and certain Federal policies such as the conscription of Negroes caused the de facto death of slavery by 1864. The slave issue, nevertheless, split the Unionist coalition, as Radicals sought the institution\u27s end as a means of weakening the Confederacy and punishing Rebels. Because most whites had little interest in uplifting the freedman, agencies such as the Freedmen\u27s Bureau and Northern Benevolent aid societies met with a hostile reception; and a policy of segregation was instituted soon after the war as in the rest of the South. In the final analysis, it is evident, that with the exception of the slave experience, the Civil War in East Tennessee confirmed an uniqueness that the region had possessed for decades before the conflict and would maintain well into the twentieth century

Relative biological effectiveness of fast neutrons compared with X-rays: Prenatal mortality in the mouse

The effects of fission neutrons and of X-rays on the mouse zygote are discussed. Seven-week-old virgin mice were allowed a 12-hour mating opportunity beginning at 7:00 P.M. Between 1:30 and 4:00 P.M., except where indicated otherwise, the females which had mated (vaginal plug) during the night were either irradiated or sham-irradiated. At the time of irradiation the zygotes were in a pronuclear stage. Sixteen days later the mice were killed and the uteri dissected. The number of dead embryos, live embryos, and gross anomalies were determined. Dead embryos were classified as to stage of development

The correlation between Self-regulated Learning Behaviors and Academic Classification for HBCU Students Participating in Online and Remote Learning Experiences

The COVID-19 pandemic placed tremendous pressures on economic, medical, and educational infrastructures and systems around the world. Educational leaders were advised to “shutdown” schools which meant teachers and students were forbidden to gather in the same physical space to deliver and receive instruction. Pressures were transferred to technology leaders to create, maintain, and sustain technology infrastructure that depended on instructional technologies to mediate interactions among students, content, and instructors to provide learners with quality environments, experiences, and services while adhering to social distancing mandates. From a social cognitive perspective, this study is concerned with the relationship between abrupt environmental alteration created by the pandemic and the behavioral implications of deploying motivational and learning strategies empirically proven to contribute to academic success in traditional and online environments. The study showed undergraduate students at an HBCU participating in remote and online learning demonstrated slightly above average self-regulatory strategy use in environmental structuring (3.85), task strategy use (3.26), and time management (3.51). There is a statistically significant correlation between environmental structuring strategy use and academic classification; and a statistically significant correlation between time management strategy use and academic classification. This study does bring attention to environmental conditions of students served by HBCUs; and the implications of these factors on learning behaviors they rely on in technology-mediated learning environments and experiences

The correlation between Self-regulated Learning Behaviors and Academic Classification for HBCU Students Participating in Online and Remote Learning Experiences

The COVID-19 pandemic placed tremendous pressures on economic, medical, and educational infrastructures and systems around the world. Educational leaders were advised to “shutdown” schools which meant teachers and students were forbidden to gather in the same physical space to deliver and receive instruction. Pressures were transferred to technology leaders to create, maintain, and sustain technology infrastructure that depended on instructional technologies to mediate interactions among students, content, and instructors to provide learners with quality environments, experiences, and services while adhering to social distancing mandates. From a social cognitive perspective, this study is concerned with the relationship between abrupt environmental alteration created by the pandemic and the behavioral implications of deploying motivational and learning strategies empirically proven to contribute to academic success in traditional and online environments. The study showed undergraduate students at an HBCU participating in remote and online learning demonstrated slightly above average self-regulatory strategy use in environmental structuring (3.85), task strategy use (3.26), and time management (3.51). There is a statistically significant correlation between environmental structuring strategy use and academic classification; and a statistically significant correlation between time management strategy use and academic classification. This study does bring attention to environmental conditions of students served by HBCUs; and the implications of these factors on learning behaviors they rely on in technology-mediated learning environments and experiences

A Golf Programme for People with Severe and Enduring Mental Health Problems

This article reports a pioneering golf programme for people with severe and enduring mental health problems. Following a discussion of the problems and possibilities of golf as a form of physical activity for this group, we outline the structure, organisation, and ethos of the golf programme. Through an analysis of qualitative case study data collected during the programme, we discuss the response to the programme from service users and mental health professionals. We conclude by highlighting aspects of the programme which were critical to its success and offering suggestions for further initiatives in this area

Beneficial Farming Practices and Assistive Technologies for Veterans and Limited Resource Farmers

Farmers need support. Along with financial support, there is a need to receive knowledge, skills, and resources to address how to perform safe farming practices, including physical and mental health limitations. This study assessed participants’ knowledge and beliefs related to critical farming practices needed to live safe and sustainable lifestyles. Workshops were delivered face-to-face and online, covering a range of farming practice topics such as assistive technologies and mental health. Data was collected via online surveys. Results found that respondents needed more information on Farm Safety and Health, and many reported little energy and feelings of hopelessness. It was concluded that participants would benefit from more specialized training to be sustainable. Recommendations for future studies include more workshops and training programs based on education and demonstrations on how best to live healthy and safe lifestyles

Beneficial Farming Practices and Assistive Technologies for Veterans and Limited Resource Farmers

Farmers need support. Along with financial support, there is a need to receive knowledge, skills, and resources to address how to perform safe farming practices, including physical and mental health limitations. This study assessed participants’ knowledge and beliefs related to critical farming practices needed to live safe and sustainable lifestyles. Workshops were delivered face-to-face and online, covering a range of farming practice topics such as assistive technologies and mental health. Data was collected via online surveys. Results found that respondents needed more information on Farm Safety and Health, and many reported little energy and feelings of hopelessness. It was concluded that participants would benefit from more specialized training to be sustainable. Recommendations for future studies include more workshops and training programs based on education and demonstrations on how best to live healthy and safe lifestyles

Beneficial Farming Practices and Assistive Technologies for Veterans and Limited Resource Farmers

Farmers need support. Along with financial support, there is a need to receive knowledge, skills, and resources to address how to perform safe farming practices, including physical and mental health limitations. This study assessed participants’ knowledge and beliefs related to critical farming practices needed to live safe and sustainable lifestyles. Workshops were delivered face-to-face and online, covering a range of farming practice topics such as assistive technologies and mental health. Data were collected via online surveys. Results found that respondents needed more information on Farm Safety and Health, and many reported little energy and feelings of hopelessness. It was concluded that participants would benefit from more specialized training to be sustainable. Recommendations for future studies include more workshops and training programs based on education and demonstrations on how best to live healthy and safe lifestyles