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Executive Inaction: John F. Kennedy and the Civil Rights Crisis
No full textJohn F. Kennedy maintains a reputation in American memory with respect to civil rights that he does not deserve. He campaigned for presidency advocating the end of racial discrimination, but once he took office his interests shifted towards the nation's foreign policy as the Cold War ever threatened to heat up. However, after Kennedy's assassination, Lyndon B. Johnson re-framed his predecessor's priorities to push for the Civil Rights and Voting Rights Acts in 1965 as though they were Kennedy's prime concern. Thus, Johnson made Kennedy a martyr for the cause, regardless of his predecessor's agenda. This essay explores Kennedy's actions and inactions before and during his presidency regarding desegregation in order to explain the dissonance between his life and his reputation
Stars and Stripes… and Shamrocks?: Clinton's Intervention in Northern Ireland
No full textFor decades, tensions flared between Northern Ireland and the Republic of Ireland with little recognition or action on the part of American presidents. Even in the face of human rights atrocities and political oppression, American leaders chose not to intervene in the conflict. So why did this all change with the election of Bill Clinton as President? Had Irish-Americans finally convinced the government to do something in their ancestral home? Had the terrorist acts and stifling of democracy reached a breaking point? Or was there something, or someone, else that influenced Clinton to try and resolve the Northern Irish question
The Effect of Ownership on Length of Stay and Total Charges for Hospital Inpatient Substance Abuse Treatment
No full textThe purpose of this study is to determine if hospital ownership has an effect on economic factors and quality outcomes related to inpatient substance abuse treatment. The study examines these factors through analyzing the effect of ownership on length of stay and total revenue charges for inpatient substance abuse treatment provided at hospitals in Florida. Hospital inpatient data were collected from the Florida Agency for Health Care Administration. Two multiple regression models were used to compare the effect of ownership, along with other patient factors, on length of stay and total revenue charges. Overall, three key conclusions were made. First, for-profit hospitals charged substance abuse patients more for inpatient care than non-profit hospitals. Second, patients treated in for-profit general hospitals stayed fewer days and received higher
charges than patients treated in non-profit general hospitals. Lastly, Medicare patients stayed more days and received higher charges than patients with other types of payers in both facilities, but this trend was stronger in for-profit hospitals. This study concludes that, while hospital ownership results in economic differences in care, the measure of quality of care is inconclusive. It is important that further information is collected to understand the difference in the quality of care provided at non-profit and for-profit hospitals
Cloud Droplet Number Concentration Climatology
No full textGlobal climatology of 13 years of Cloud Droplet Number Concentration based on NASA's Aqua MODIS satellite. The climatology was created using Aqua MODIS Level-2 Collection 6 cloud retrievals over water surfaces
Breaking the Cycle: A Study of the Elgin Children's Foundation Effort to Promote Early Literacy in Appalachia
No full textLeadership Policy and Organizations Department capstone projectVanderbilt UniversityDepartment of Leadership Policy and OrganizationsPeabody College of Education and Human Developmen
Marechera: Meaning in the Shadows
No full textIn his book, Nationalism and African Intellectuals, Toyin Falola poses the fundamental question of "How can Africa uplift itself?" in the wake of decolonization. This question of how Africa should proceed from colonization is one of the last ideological dilemmas of the modern world. Dambudzo Marechera, an African author of fiction and arguably Zimbabwe's most important creative writer of the 20th century, attempted to solve the challenge.1 This paper will contextualize his life within the larger history of Zimbabwe surrounding the governments of Ian Smith and Robert Mugabe, and show how his experiences manifested into a political philosophy that blended pacifism and individuality in favor of collective or nationalist identit
Vanderbilt and The Vietnam Crisis
No full textThis research examines the reaction of students at Vanderbilt University to the Vietnam War during Lyndon B. Johnson's presidency. Vanderbilt's student-run newspaper The Vanderbilt Hustler provides insight into the opinions of individual students and the details of both anti- and pro-war movements on campus. From the evidence, it is argued that although more Vanderbilt students supported the war than opposed it, those students in favor of the cause remained relatively silent. The small demonstrations and acts by the vocal war opposition outnumbered those of war supporters, and in the end, the majority of students remained apolitical, focusing instead on on-campus activities
CAPSTONE ELL Portfolio
No full textTeaching and Learning Department capstone projectThis ELL Portfolio demonstrates my philosophy of teaching and my proficiency in
teaching English language learners (ELLs) according to the TESOL standards. In this portfolio, I
review the artifacts I have accomplished in the two-year ELL program at Peabody College, and
reflect upon them about their effectiveness in serving the increasingly diverse ELL population.
The portfolio consists of three parts: (1) my philosophy of teaching, (2) a review of artifacts
with regard to the TESOL standards, and (3) my reflection on challenges and implications for
future teaching. In the first part, I discuss my overall teaching philosophy based on the theoretical
framework of social constructivism, and how this theory shapes my view of culturally responsive
teaching. In the second part, I discuss my interpretation of the TESOL standards, present relevant
artifacts created during my program of studies, and explain how these artifacts prove my
competency in the following seven domains of the TESOL standards: (1) Planning, (2) Instructing,
(3) Assessing, (4) Identity and Context, (5) Learning, (6) Content, and (7) Commitment and
Professionalism. Each domain is illustrated with an artifact and analyzed focusing particularly on
learners and learning, learning environment, curriculum and assessment. In the third part, I discuss
the challenges I am facing or about to face concerning teaching ELLs, and explain how I am going
to overcome them. I look back on the time spent at Peabody College and reflect on the most
important takeaway in terms of ELL education. More importantly, I envision my identity in the
future classroom and the lifelong professional development as a teacher.Department of Teaching and LearningPeabody College of Education and Human Developmen
Gender Differences in Dispositional Attributes, Psychological Adjustments, and Appraisals
No full textPSY-PC 4999; Honors Thesis; Dr. Meg SaylorThere is currently a significant amount of research being conducted to pinpoint differences between men and women and they way they think, emote, and experience life. While the current literature has uncovered significant differences between men in women in terms of their expectations, priorities, and characteristics, there has not been data yet that has discovered systematic differences in the underlying appraisals that comprise our emotional experiences. The purpose of this current study was to find systematic differences in emotional experience between men and women when participating in a math test. Then we examined if these differences in emotional response could be explained by appraisals, and further, see if these appraisals could be explained by differences in dispositional factors. The first substudy was an analysis of dispositional sex differences by aggregating surveys completed by university students throughout the past few decades with a variety of measures assessing personality factors and psychological outcomes. Looking at mean scores and correlations between personality factors and psychological outcomes, we discovered significant differences between the way men and women approach and react to various situations. Our second substudy consisted of a math test with manipulated levels of difficulty and assessments of appraisals and emotions whilst participating in the math study. Results from this substudy showed no significant differences in appraisal or emotional experiences. Therefore, we were able to highlight underlying dispositional factors and psychological outcomes that differed for men and women, but we did not find any differences in emotions and appraisals. A future direction is proposed to address this issue.Vanderbilt UniversityPsychology and Human DevelopmentPeabody CollegeThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Sciences ... Under the Direction of Dr. Craig Smith and Dr. Leslie Kirb
The Effects of Realistic and Unrealistic Optimism on Performance and Coping
No full textThesis completed in partial fulfillment of the requirements of the Honors Program
in Psychological Sciences Under the direction of Dr. Craig Smith.Historically, optimism has been studied as a dichotomous variable. However, research has found that there are two types of optimists: cautious/realistic and unrealistic/cockeyed. A cautious/realistic optimist is defined as someone that has a good grip on reality, and a cockeyed/unrealistic optimist as someone that engages in self-delusion (Wallston, 1994). The purpose of the present study was to administer an intervention to students (N=67) to attempt to shift their perspective towards that of a cautious optimist, and to determine the effects of optimism on performance and coping. The study took place across four time points. As a whole, the intervention was not fully supported by the data, as the changes in optimism were not large enough to be statistically reliable. The data also did not support our hypothesis that level of optimism would predict a student’s exam grades. Coping behaviors were assessed before and after Exam 1 and Exam 2, and were markedly different, specifically after Exam 2. Poor performance on Exam 2 was associated with behavioral disengagement and denial, whereas positive performance on Exam 1 was associated with self-encouragement and sustain coping.Vanderbilt UniversityPsychologyCollege of Arts and Scienc