155 research outputs found
A remarkable curiosity: dispatches from a New York City journalist's 1873 railroad trip across the American West
No full textEdited and compiled by Jerald T. Milanich.Includes bibliographical references and index.Over the Kansas plains -- The earthly paradise -- A Canadian in Colorado -- The Petrified stumps -- The town in the desert -- The fate of a gold seeker -- In the golden gulches -- The story of little Emma -- The seventeenth wife -- The great Utah divorce -- An interesting conversation with Ann Eliza Young -- The prophet's divorce -- The Arizona expedition -- The Mormon pioneers -- The American Dead Sea -- Mutton chops by the million -- The king of the jack rabbits -- The funeral postponed -- Duel with six-shooters
Annual Honors Convocation Features Historian Jerald Podair
No full textIs the “life of the mind” obsolete and does a liberal arts education have any value today?
Lawrence University historian Jerald Podair examines those questions in the college’s annual Honors Convocation Thursday, May 31. Podair presents “The Only Life: Liberal Arts and the Life of the Mind at Lawrence” at 11:10 a.m. in the Lawrence Memorial Chapel. He also will conduct a question-and-answer session at 2:30 p.m. in the Warch Campus Center cinema. Both events are free and open to the public.
Podair, professor of history and Robert S. French Professor of American Studies, will examine the value of a liberal arts education and why the hallmarks of a Lawrence education — critical thinking, deep reading, analytical reasoning and effective writing — are essential for success in a 21st-century economy as well as for a rich intellectual, emotional and spiritual life.
He was selected for the series as the third recipient of Lawrence’s annual Faculty Convocation Award. Chosen by President Jill Beck from faculty nominations, recipients are selected on the basis of the high quality of their professional work.
The annual honors convocation publicly recognizes students and faculty recipients of awards and prizes for excellence in the arts, humanities, sciences, social sciences, languages and music as well as demonstrated excellence in athletics and service to others. Students elected to honor societies also will be recognized. The students and faculty award winners will receive their awards May 30 at the Honors Dinner.
A specialist on 20th-century American history and race relations, Podair is the author of the books “The Strike That Changed New York: Blacks, Whites, and the Ocean Hill-Brownsville Crisis” and “Bayard Rustin: American Dreamer,” a biography of the civil rights leader who planned the 1963 March on Washington.
His current scholarship includes the book “American Conversations,” a collection of transformative documents in American history scheduled for publication this fall and a baseball-themed book on the cultural implications of the Brooklyn Dodgers move to Los Angeles.
Podair joined the Lawrence faculty in 1998 as the winner of that year’s Allan Nevins Prize, an award conferred by the Society of American Historians for the best Ph. D. dissertation in history written in the country that year. He was named a fellow of the New York Academy of History in 2009 and was appointed by the governor to Wisconsin’s Abraham Lincoln Bicentennial Commission, on which he served from 2008 to 2009.
A native of New York City, Podair earned his bachelor’s degree at New York University, a law degree from Columbia University and his Ph.D. from Princeton University
[69] Toxin Inhibitors of protein synthesis: production, purification, and assay of Pseudomonas aeruginosa toxin A
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Signifié du contrôle aborigène de l’éducation sous les actuels accords d’autogouvernement au Canada
No full textThe Department of Indian Affairs and Northern Development (DIAND)-imposed band-council governance at the community level aligns with the seductive delusion popularized and given credence by Indian Control of Indian Education (ICIE) (National Indian Brotherhood, 1972/1984) that “Indian control” is synonymous with “local control,” a belief that has taken on mythic proportions over the years despite the paradox that most First-Nations are too small ever to operate an “education system” in any meaningful sense. This paper reviews the meaning and content of various aboriginal self-government discourses that have emerged over the last 30 years. Based on a detailed policy-theme analysis of policy papers, reports, and various self-governance agreements on this issue of First Nations control of education, this paper presents a network of interlocking concepts and models that provides a coherent and defensible understanding of the current state of aboriginal rights to control of education while mapping various forms of institutional arrangements or internal principles of organization for self-determination that have emerged over time in discourse on aboriginal rights and education in Canada.How to reference this article: Paquette, Jerald y Gerald Fallon, “Significado del control aborigen de la educación bajo los actuales acuerdos de autogobierno en Canadá”, traducido por Diego García, Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. 22, núm. 58, septiembre-diciembre, 2010, pp. 193-212.Received: junio 2010Accepted: junio 2010En Canadá, los gobiernos de Consejos de Banda a nivel comunitario fueron impuestos por el Departamento de Asuntos Indígenas y Desarrollo del Norte, mediante la seductora ilusión, popularizada y acreditada por el documento “Control indígena de la educación indígena”, de que “control indígena” es sinónimo de “control local”, una idea que ha tomado proporciones míticas a los largo de los años, noobstante la paradoja según la cual la mayoría de las Primeras Naciones son demasiado pequeñas para administrar un “sistema educativo” en sentido estricto. Este artículo revisa el significado y el contenido de varios discursos sobre el autogobierno aborigen que han emergido en los últimos treinta años. Con base en un detallado análisis normativo de documentos, reportes y varios acuerdos de autogobierno relacionados con el tema del control educativo de las Primeras Naciones, se presenta una red de conceptos y modelos interconectados, en procura de una comprensión coherente y admisible del actual estado de los derechos aborígenes al control de la educación; al mismo tiempo, se bosquejan varias formas de organización institucional, o principios internos de organización para la autonomía, que han surgido en el transcurso del tiempo en el discurso sobre los derechos aborígenes y la educación en Canadá.Cómo citar este artículo: Paquette, Jerald y Gerald Fallon, “Significado del control aborigen de la educación bajo los actuales acuerdos de autogobierno en Canadá”, traducido por Diego García, Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. 22, núm. 58, septiembre-diciembre, 2010, pp. 193-212.Recibido: junio 2010Aceptado: junio 2010Au Canada, les gouvernements de Conseil de Bande au niveau de la communauté ont été imposés par le Département d’affaires Indigènes et développement du nord, au moyen d’une séductrice illusion, popularisée et accréditée par le document “Contrôle indigène de l’éducation indigène” qui suppose que “contrôle indigène” est synonyme de “contrôle local”, une idée qui a pris des proportions mythiques au long desannées malgré le paradoxe d’après lequel la plupart des Premières nations sont trop petites pour administrer un “système éducatif ” dans un sens strict. Cet article révise la signification et le contenu de plusieurs discours sur l’autogouvernement aborigène qui a émergé dans les dernières trente années. À partir d’une analyse normative et détaillée de documents, rapports et plusieurs accords d’autogouvernement mis rapports avec le thème du contrôle éducatif des Premières nations on présente un réseau de concepts et modèles liés, afin d’avoir une compréhension cohérente et acceptable de l’état actuel des droits aborigènes au contrôle de l’éducation. En même temps plusieurs formes d’organisation institutionnelles sont esquissées, ou des principes internes d’organisation pour l’autonomie qui ont surgi au cours du temps dans le discours sur les droits aborigènes et l’éducation au Canad
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