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Bowman, Sarah Lynne, Evan Torner, William J. White, et al. "International Journal of Role-playing 10 -- Full Issue -- IJRP." International Journal of Role-Playing, no. 10 (November 9, 2020): 1–103. http://dx.doi.org/10.33063/ijrp.vi10.270.
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IJRP 10: Social Dynamics within Role-playing Communities
 Table of Contents
 Shekinah Hoffman, “Dedication”
 This issue is dedicated to Dr. Matthew. M. LeClaire (1989-2018), with a special memorial from his close colleague Shekinah Hoffman, as well as biographical information about his many accomplishments from his parents, Guy M. and Mary Jo LeClaire.
 Sarah Lynne Bowman, Evan Torner, and William J. White, “Editorial: Retrospective, Challenges, and Persistence”
 This editorial discusses the history of the journal, including shifts in scope. The editors also thank the contributors and reviewers for their persistence in times of great challenge.
 Aaron Trammell and Nikki Crenshaw, “The Damsel and the Courtesan: Quantifying Consent in Early Dungeons & Dragons”
 This article applies critical gender theory to early fanzine discourse. The authors examine discussions around rules for sexual encounters that were seen to objectify women characters.
 Steven L. Dashiell, “Hooligans at the Table: The Concept of Male Preserves in Tabletop Role-playing Games”
 This paper examines sociolinguistics in tabletop role-playing communities, asserting that player behaviors such as “rules lawyering” and “gamesplaining” privilege exclusionary “nerd” masculinity.
 William J. White, “Indie Gaming Meets the Nordic Scene: A Dramatistic Analysis”
 This article analyzes a discussion between indie designers Ron Edwards from the Forge and Tobias Wrigstad from Jeepform. The author applies Kenneth Burke’s dramatic pendad to the rhetorical moves made by each participant.
 Matthew M. LeClaire, “Live Action Role-playing: Transcending the Magic Circle”
 This participant-observer ethnography examines the ways in which Dagorhir larpers explore identity and negotiate social dynamics withing their role-playing community.
 Matthew Orr, Sara King, and Melissa McGonnell, “A Qualitative Exploration of the Perceived Social Benefits of Playing Table-top Role-playing Games”
 This qualitative analysis discusses how participants perceived tabletop role-playing as beneficial to the development of their social competence.
 Juliane Homann, “Not Only Play: Experiences of Playing a Professor Character at College of Wizardry with a Professional Background in Teaching”
 This paper presents experiences of teachers who played professors at the larp College of Wizardry, applying concepts from studies of work and leisure.
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Stameshkin, David M., and Susan H. Godson. "The College of William and Mary: A History." History of Education Quarterly 35, no. 2 (1995): 190. http://dx.doi.org/10.2307/369634.
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Kilgore, Betty, and James Earl Norman. "CALICO '93 Annual Symposium, Government Resources Panel Discussion." CALICO Journal 10, no. 2 (2013): 49–58. http://dx.doi.org/10.1558/cj.v10i2.49-58.
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Rassias, John. "Canned Teaching. Can Technology Be True To Methodology?" CALICO Journal 10, no. 2 (2013): 30–48. http://dx.doi.org/10.1558/cj.v10i2.30-48.
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Charity Hudley, Anne H. "Engaging and Supporting Underrepresented Undergraduate Students in Linguistic Research and Across the University." Journal of English Linguistics 46, no. 3 (2018): 199–214. http://dx.doi.org/10.1177/0075424218783445.
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This article describes my prior work as co-founder and director of the William & Mary Scholars Undergraduate Research Experience (WMSURE), a cross-departmental and cross-school program at the College of William & Mary, designed to support underrepresented undergraduate students in research. I focus first on how this program paved the way for more underrepresented students to major in and do research in linguistics at the College of William & Mary in a way that work done just within the linguistics program could not have done alone. I also describe how, as a result of my research focus on culturally and linguistically diverse students, my role as director of WMSURE expanded into work with admissions and development to recruit students who were interested in linguistics as well as to raise funds to support their research. I detail how a linguistic lens on social justice has provided the platform for spearheading this endeavor to promote the success of underrepresented students and thereby foster broader inclusion and equity efforts at William & Mary and across the university as a whole, providing a model for other linguists to promote similar endeavors elsewhere.
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VanTassel-Baska, Joyce, and Gail McEachron-Hirsch. "International Education for the Gifted at William and Mary College." Gifted Child Today Magazine 12, no. 3 (1989): 2–5. http://dx.doi.org/10.1177/107621758901200301.
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Gibbs, Sir Harry. "The Appointment and Removal of Judges." Federal Law Review 17, no. 3 (1987): 141–50. http://dx.doi.org/10.1177/0067205x8701700301.
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Tomlins, Christopher L. "Law, Police, and the Pursuit of Happiness in the New American Republic." Studies in American Political Development 4 (1990): 3–34. http://dx.doi.org/10.1017/s0898588x00000869.
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On 1 June 1779, Thomas Jefferson became the second governor of the state of Virginia. Shortly thereafter, he was elected to the Board of Visitors of the College of William and Mary where he pursued a series of educational innovations that he had unsuccessfully promoted earlier while engaged in his mammoth revision of the laws of Viriginia. The goal of Jefferson's proposed educational reforms was the creation of an educational system which would be a training ground for republican citizenship. It is therefore of interest that among the innovations he pressed on the College of William and Mary was the establishment of the first chair of law in North America—indeed the first chair anywhere after the Vinerian chair at Oxford. What is of greater interest, however, is that the chair that Jefferson pioneered was not a chair of law, as such, but a chair of “Law and Police.”
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Heller, James S. "From Oxford to Williamsburg: Part 2 – The College of William & Mary Law School and Wolf Law Library." Legal Information Management 12, no. 4 (2012): 290–97. http://dx.doi.org/10.1017/s1472669612000655.
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AbstractWilliam & Mary, chartered in 1693 by King William III and Queen Mary II, is the second oldest college in America. When George Wythe was appointed Professor of Law and Policy in 1779, the College opened the first American law school. This article, written by Jim Heller, traces the development of the law school and its library in four stages. The Founding Stage, from 1779 until the commencement of the Civil War in 1861, shows gradual growth for the young law program. The Stage of Decline lasted from the closing of the College in 1861 to the reinstitution of the study of law at the College in the early 1920's. The fifty-year Struggling Revival Era runs from the early 1920's through to the 1970s. The Modern Era, from 1980 to the present, shows maturation and growth of the law school and the law library.
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Peterson, Kristina, Joyce VanTassel-Baska, and Jane M. Bailey. "Summer Programs for Gifted Learners at the College of William and Mary." Gifted Child Today Magazine 15, no. 4 (1992): 2–8. http://dx.doi.org/10.1177/107621759201500401.
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Gemery, H. A. "Subject Matter: Technology, the Body, and Science on the Anglo-American Frontier, 1500–1676. By Joyce E. Chaplin. Cambridge, MA, and London England: Harvard University Press, 2001. Pp. vii, 411. $45.00." Journal of Economic History 61, no. 4 (2001): 1134–35. http://dx.doi.org/10.1017/s0022050701005733.
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The interaction between early English colonists and the native peoples of the New World has received major scholarly attention in the last five years. (See, in addition to Subject Matter: K. O. Kupperman, Indians and English: Facing Off in Early America, Ithaca, NY: Cornell University Press, 2000; and M. Daunton and R. Halpern, eds., Empire and Others: British Encounters With Indigenous Peoples, 1600–1850. Philadelphia: University of Pennsylvania Press, 1999.) These studies were spurred, in fair part, by colloquia sponsored by the William and Mary Quarterly and University College, London, in 1996 and 1997. The colloquia addressed questions of the cultural construction of race and racism as contacts with new regions and their peoples developed. Both Joyce Chaplin and Karen Kupperman contributed to the William and Mary Quarterly's colloquium.
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Hindman, David, and Daniel T. Benedict. "Come to the Waters: Catechumenal Ministry at the College of William & Mary." Liturgy 25, no. 3 (2010): 49–58. http://dx.doi.org/10.1080/04580631003677129.
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Robson, David W., and Ruby Orders Osborne. "The Crisis Years: The College of William and Mary in Virginia, 1800-1827." Journal of Southern History 59, no. 1 (1993): 122. http://dx.doi.org/10.2307/2210360.
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Shy, Jeffery R. "Early astronomy in America: the role of The College of William and Mary." Journal of Astronomical History and Heritage 05, no. 01 (2002): 41–64. http://dx.doi.org/10.3724/sp.j.1440-2807.2002.01.05.
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Prillaman, Douglas, and Robert Richardson. "The William and Mary mentorship model: College students as a resource for the gifted." Roeper Review 12, no. 2 (1989): 114–18. http://dx.doi.org/10.1080/02783198909553248.
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Olver, Jim, and Ron Hess. "A New Product Development Process: William and Mary’s Experiment in MBA Development." College Teaching Methods & Styles Journal (CTMS) 1, no. 3 (2011): 91. http://dx.doi.org/10.19030/ctms.v1i3.5242.
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For decades, business schools have advocated product development processes that utilize trans-organizational, cross-function teams.Is it time for business schools to apply this model to our own product: MBA graduates?In this paper, we describe the trans-organizational, team-based approach that has transformed product development in many industries.We then discuss whether a comparable model might be applied to business education, its benefits and costs, and the unique characteristics of academic institutions that could complicate this effort.Finally, we present an effort at trans-organizational, team-based design and development currently underway in the Resident MBA Program at the College of William and Mary.
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Even, Paula. "Sigma Gamma Epsilon Student Research Poster Session, Geological Society of America Meeting 2014, Vancouver, British Columbia, Canada." Compass: Earth Science Journal of Sigma Gamma Epsilon 86, no. 4 (2015): 132–41. http://dx.doi.org/10.62879/c41242849.
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The 2014 Sigma Gamma Epsilon Undergraduate Research (Poster Session) took place during the 2014 Geological Society of American annual meeting in Vancouver, British Columbia, Canada on Tuesday, 21 October 2014. Fifty-two posters were presented at the SGE poster session. The National Council of Sigma Gamma Epsilon awarded the Austin A. Sartin Best Poster Award to Megan Flansburg a student at the College of William and Mary. Emily Lubicich, a student at the State University of New York - New Paltz, was awarded the National Council Best Poster Award.
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Brown, Karen L. "Collaborative Partnership: The Practical Elements." Gifted Child Today 42, no. 2 (2019): 86–90. http://dx.doi.org/10.1177/1076217518825339.
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Establishing a collaborative partnership takes a willingness to see the benefits despite the obstacles. Understanding how the partnership will impact each of the involved stakeholders is paramount to being able to foresee the possible issues. In the case of the College of William & Mary and Paradise Valley Unified Schools, challenges of time, training, and materials were overcome through the close communication and collaboration of all involved. The how-to components from the district’s perspective will be outlined in this article. Study success is contingent upon front planning and the coordination of all aspects of the process from the ground level up.
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Kristmanson, Mark. "The signature of the city: abandonment and dreaming in colonial Williamsburg and Ottawa." História (São Paulo) 30, no. 1 (2011): 227–51. http://dx.doi.org/10.1590/s0101-90742011000100011.
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Exploring the themes of abandonment and dreaming in relation to two North American capital cities, this interdisciplinary narrative essay examines the Canadian Prime Minister William Lyon Mackenzie King's influence on the planning and architecture of Ottawa in relation to his frequent visits to Colonial Williamsburg, the restored former capital of Virginia. At the invitation of John D. Rockefeller Jr., King became a regular guest in Williamsburg during the 1930s and 1940s culminating in the conferral of an honorary degree by the College of William and Mary in 1948. The records of these visits provide a diagnostic used to conceptualize the 'signature' of the capital city. In abandonment and in dreaming, capital cities are especially exposed to latent forces of nature and of 'museumification'. These two forces created a tension that complicated attempts by King and Rockefeller to leave permanent architectural legacies in the signatures of their respective capitals.
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Del Bigio, Marc R., and N. Barry Rewcastle. "Neuropathology in Canada: The First One Hundred Years." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 37, no. 6 (2010): 725–44. http://dx.doi.org/10.1017/s0317167100051398.
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AbstractWe describe the evolution of neuropathology in Canada, beginning with William Osler who began working in Montréal in 1874 and finishing with the major period of expansion in the 1970s. Organized services began in the 1930s, in Montréal with the neurosurgeons Wilder Penfield and William Cone, and in Toronto with Eric Linell and Mary Tom, who both began their careers as neuroanatomists. Jerzy Olszewski and Gordon Mathieson, who trained in Montréal and Toronto, drove the creation of the CanadianAssociation of Neuropathologists in 1960. Training guided by the Royal College of Physicians and Surgeons of Canada was formalized in 1965, with the first certifying examination in 1968 and the subsequent creation of formal structured training programs. The number of neuropathologists in Canada increased rapidly through the 1960s and 1970s, with individuals coming from both clinical neuroscience and anatomic pathology backgrounds, a pattern that persists to the present day.
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Downard, Kevin M. "Francis William Aston: The Man Behind the Mass Spectrograph." European Journal of Mass Spectrometry 13, no. 3 (2007): 177–90. http://dx.doi.org/10.1255/ejms.878.
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Francis William Aston was among the most accomplished physicists of the 20th century. A Nobel laureate and Fellow of the Royal Society, his research career spanned four decades. During this time, he provided experimental proof of the existence of isotopes for many of the chemical elements and recorded their masses using several hand-built mass spectrographs. A rather private man who lived alone in Trinity College for much of his adult life, Aston remains a somewhat elusive and mysterious figure. This biography attempts to shed some more light on the man, including his character and his personal life and, particularly, how his life was shaped by his childhood, environment and education. It contains previously unpublished material and photographs and complements the biographies of Hevesy and Thomson, following Aston's death and that by Squires detailing the construction and performance of his mass spectrographs at the Cavendish Laboratory. It is published at a timely juncture, some 100 years after Aston's first arrival at Cambridge.
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Davis, Howard. ""So Good a Design": The Colonial Campus of the College of William and Mary, Its History, Background, and Legacy. James D. KornwolfCollegiate Gothic: The Architecture of Rhodes College. William Morgan." Winterthur Portfolio 25, no. 4 (1990): 289–92. http://dx.doi.org/10.1086/496503.
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Lane, Kris. "Epitaph of a Small Winner: My First 50 Years in Academe. An Interview with Judith Ewell." Americas 75, no. 2 (2018): 381–400. http://dx.doi.org/10.1017/tam.2018.2.
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Judith Ewell has been a major figure in modern Latin American history, both as a research scholar and as a teacher. Just before receiving her PhD at the University of New Mexico in 1972, Ewell began teaching at the College of William & Mary in Williamsburg, Virginia, from which she retired in 2004. Ewell's books include The Indictment of a Dictator: The Extradition and Trial of Marcos Pérez Jiménez (1981); Venezuela: A Century of Change (1984); and Venezuela and the United States: From Monroe's Hemisphere to Petroleum's Empire (1996, Spanish ed. 1998). Ewell has also published numerous articles and book chapters on modern Latin American history and women's history. She is co-editor of the much-loved biographical essay collection, The Human Tradition in Latin America (Nineteenth and Twentieth Centuries) with William H. Beezley, with whom she served on the editorial board of Scholarly Resources Press (now Rowman & Littlefield). Most importantly, Ewell served as chief editor of this journal, The Americas, from 1998 to 2003.
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Tian, Robert. "Commentary Anthropological Approaches to Marketing: The New Practices in the 21st Century." Practicing Anthropology 24, no. 1 (2002): 39–40. http://dx.doi.org/10.17730/praa.24.1.x238786681503736.
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Over the last century, anthropologists have created a discipline to make sense out of human behavior through the culture concept, a holistic approach, and empirical research. Although anthropological concepts have been defined largely in academia, the discipline has always had "applied" practitioners working in areas like health care, education, business, marketing, and industry. These practitioners have demonstrated time and again that an anthropological approach has a great deal to offer the business world, particularly in cross-cultural marketing [cf. Giovannini, M.J. and Rosansky, L. M. H., Anthropology and Management Consulting: Forging a New Alliance. The American Anthropological Association 1990; Hamada, T. and Jordan A. (eds.), Cross-Cultural Management and Organizational Culture, Williamsburg, Virginia: College of William and Mary. 1990.]
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McDonald, Travis C., and James D. Kornwolf. ""So Good A Design": The Colonial Campus of the College of William and Mary: Its History, Background, and Legacy." William and Mary Quarterly 46, no. 4 (1989): 808. http://dx.doi.org/10.2307/1922788.
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Hanchett, Suzanne. "Anthropology and Development: The 1998 ICAES Discussion." Practicing Anthropology 21, no. 1 (1999): 44–48. http://dx.doi.org/10.17730/praa.21.1.46247kq4nj3372u4.
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Despite our failures, anthropological thinking has made an impact on development, said Paolo Palmeri (of the Universita degli Studi, in Padova, Italy) as heintroduced the first of two sessions on anthropology and development at the fourteenth meeting of the International Congress of Anthropological and Ethnological Sciences (ICAES) at the College of William and Mary in Williamsburgh, Virginia, July 1998. We have "kept people in the picture," he continued, and we have expanded the concept of "development" beyond mere economic growth. Subsequent discussion at this and a second session exposed a broad spectrum of opinion about the subject. Some expressed similarly positive views, while others pressed urgent questions and concerns about the impact of anthropology on development and, more importantly, the impact of some big development projects on people supposedly benefitting from them.
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Kadi, Wadad. "Annie Higgins 1957–2014." Review of Middle East Studies 49, no. 1 (2015): 120–21. http://dx.doi.org/10.1017/rms.2015.41.
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Annie Campbell Higgins was born and raised in the Chicago area. After receiving a BA in geography from Northwestern University, she entered the University of Chicago's Department of Near Eastern Languages and Civilizations (NELC) in 1988 and graduated with a PhD in Islamic thought in 2001, having been awarded the prestigious Stuart Tave Award in the Humanities. During this period, she taught Arabic language and several Middle Eastern subjects at the University of Chicago, Loyola University, the University of Illinois in Chicago, the College of William and Mary, and the University of Florida. After graduation she held tenure-track positions in Arabic literature and language at Wayne State University and then at the College of Charleston. The key to Annie's academic career was her love of and commitment to the study of Arabic language and culture. Even before entering NELC, she had spent a year in Egypt (1985–86) studying Arabic and making a point of mixing with Egyptians, learning about their culture and speaking their dialect with enthusiasm.
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Patterson, W. B. "William Perkins’sThe Arte of Prophecying:A Literary Manifesto." Studies in Church History 48 (2012): 170–84. http://dx.doi.org/10.1017/s0424208400001303.
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William Perkins, the late sixteenth-century Cambridge theologian and one of the best-selling authors of his time, wrote the first major English book on preaching. During his ministry in Cambridge, as a fellow of Christ’s College and lecturer at Great St Andrew’s Church, he also preached a large number of sermons, which illustrated the art he taught. Historians of preaching have generally seen him as the chief proponent of the puritan ‘plain style’, a way of preaching sometimes contrasted with the learned, elaborate, ‘metaphysical’ style of preaching fashionable in the Established Church during the early seventeenth century. Recently it has been argued that preachers like Perkins were so insistent on the moral demands of the Scriptures, particularly those of the Old Testament, that they became increasingly unpopular in the English Church. According to Christopher Haigh, preaching of the kind favoured by Perkins and like-minded ministers - morally demanding, hortatory and focused on predestination - was deeply resented and strongly resisted by many English parishioners, who helped to fashion what he describes as a more relaxed, ‘anglicised’ Protestantism that they found more congenial. Peter Iver Kaufman has written that Perkins, like other members of what he calls ‘the Protestant opposition to Elizabethan religious reform’, aimed to shame his hearers, and that ‘at Cambridge, [he] taught the next generation of dissident preachers to shame and thus save their parishioners’. Some parishioners were no doubt made uncomfortable by Perkins and preachers influenced by him. But these recent assessments of Perkins and his place in the history of preaching are misleading and inadequate. They underestimate the character and extent of his influence on preaching. Moreover, many commentators have failed to recognize the effect of Perkins’s views on the development of English prose. This essay will show what Perkins taught in his treatise on preaching, and argue for its lasting significance for modern prose style.
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Angulo, A. J. "William Barton Rogers and the Southern Sieve: Revisiting Science, Slavery, and Higher Learning in the Old South." History of Education Quarterly 45, no. 1 (2005): 18–37. http://dx.doi.org/10.1111/j.1748-5959.2005.tb00025.x.
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William Barton Rogers, conceptual founder of the Massachusetts Institute of Technology, pursued two interrelated careers in nineteenth-century America: one centered on his activities in science and the other on his higher educational reform efforts. His scientific peers knew him as a geologist and natural philosopher, director of the first geological survey of Virginia, author of over one hundred publications in science, and promoter of professionalization. His colleagues in higher education, meanwhile, thought of him as the reform-minded professor at the College of William and Mary and the University of Virginia, who later left the South and established one of America's first technological institutes. Comparatively little has been written about either of these areas of Rogers's life and career. We know much more about the scientific and educational thought of such figures as Louis Agassiz at Harvard, Benjamin Silliman at Yale, Joseph Henry at Princeton, and Alexander Dallas Bache at the helm of the Coast Survey. The literature on Rogers, by comparison, has offered little insight into his life and even less about his relationship to broader developments in nineteenth-century science and higher learning.
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Boyce, Linda Neal, Joyce VanTassel-Baska, Jill D. Burruss, Beverly Taylor Sher, and Dana T. Johnson. "A Problem-Based Curriculum: Parallel Learning Opportunities for Students and Teachers." Journal for the Education of the Gifted 20, no. 4 (1997): 363–79. http://dx.doi.org/10.1177/016235329702000403.
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One of the curriculum development efforts of the Center for Gifted Education at the College of William and Mary has resulted in a problem-based learning (PBL) science curriculum for high-ability learners in grades kindergarten through eight. Professional development programs accompany the curriculum, which are designed to facilitate unit implementation and to enable educators to develop their own units. The purpose of this discussion is to analyze the use of problem-based learning as a catalyst for developing and implementing a curriculum that is both challenging and constructivist in its orientation. The authors compare problem-based learning with creative problem solving and inquiry, explain how metacognition is linked to the approach of problem-based learning, and describe the PBL-based inservice programs developed for teachers and administrators. Implications for implementing problem-based learning in classrooms for gifted learners conclude the discussion.
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Bryson, W. Hamilton, and E. Lee Shepard. "The Winchester Law School, 1824–1831." Law and History Review 21, no. 2 (2003): 393–410. http://dx.doi.org/10.2307/3595100.
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On March 5, 1824, Henry St. George Tucker was elected by the General Assembly of Virginia to be the judge of the circuit superior court of chancery to sit in Winchester and Clarksburg. Tucker had built up a very successful law practice in Winchester, where he had settled in 1802 upon his admission to the bar. He had also built up a large family; he had six sons and two daughters as well as three children who died young. The elevation to the bench resulted in an increase in professional status, but it also resulted in a substantial decrease in income. In order to remedy this financial development without ethical prejudice to his professional development, he opened a law school. This solution was, no doubt, an obvious one, as his father, the eminent Judge St. George Tucker, had done the same in 1790, when he became the professor of law and police in the College of William and Mary.
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McConachie, Bruce A. "Realizing a Postpositivist Theatre History." New Theatre Quarterly 10, no. 39 (1994): 217–22. http://dx.doi.org/10.1017/s0266464x0000052x.
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Bruce McConachie teaches in the Theatre Department at the College of William and Mary in Virginia. He is one of the leading theatre historians in the United States, who has, as David Mayer put it in his review of McConachie's most recent book, Melodramatic Formations: American Theatre and Society, 1820–1870, ‘been examining, criticizing, and improving the practice of theatre historiography’ for many years. McConachie's re-examination of how history is researched, analyzed, and written has its origins in an article, ‘Towards a Postpositivist Theatre History’, which he published in Theatre Journal in 1985, criticizing scholars who limit their theatre histories to events in the theatre. He called for historians to realize that theatre is only one part of a much larger socio-cultural complex, and that it is the historian's job to analyze theatre in terms of that complex. this article was the point of departure for the following interview, which Ian Watson conducted with McConachie in Philadelphia in January 1993.
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Bright, Sarah, and Eric Calvert. "Educational Technology: Barrier or Bridge to Equitable Access to Advanced Learning Opportunities?" Gifted Child Today 46, no. 3 (2023): 187–200. http://dx.doi.org/10.1177/10762175231168711.
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Project OCCAMS (Online Curriculum Consortium for Accelerating Middle School) is a collaboration between the Center for Talent Development at Northwestern University, the Center for Gifted Education at The College of William & Mary, and Columbus Public Schools with a goal of providing accelerated learning in language arts aimed at increasing achievement and increasing participation in advanced courses in high school among students from racial and economic subgroups underrepresented in traditional gifted education services. Using a critical technology theoretical framework that examines the impact of technology on people at the individual, educational, and global levels and addresses questions around appropriate use, accessibility, and impact, project outcomes are explored through an interpretive focus on equity, including impacts on student achievement as well as students’ subjective experiences in the program. Potential implications for broader efforts in the field of gifted education to reduce disproportionality in gifted identification and close opportunity and excellence gaps beyond gifted identification reforms are also explored.
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Lundy, Mack. "Changing roles of the systems librarian at the College of William and Mary: the explosion of technology and position of the systems librarian." Library Hi Tech 21, no. 3 (2003): 333–39. http://dx.doi.org/10.1108/07378830310494517.
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Lewis, Rhodri. "The efforts of the Aubrey correspondence group to revise John Wilkins’ Essay (1668) and their context." Historiographia Linguistica 28, no. 3 (2001): 331–64. http://dx.doi.org/10.1075/hl.28.3.03lew.
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Summary In the aftermath of the publication of John Wilkins’s Essay towards a Real Character and a Philosophical Language (1668), the Royal Society established a committee to consider and develop Wilkins’s proposals, whose members included Seth Ward (1617–89), Robert Hooke (1635–1703), Robert Boyle (1627–1691), John Wallis (1616–1703), John Ray (1627–1705), Christopher Wren (1632–1723) and William Holder (1616–1698). Despite the fact that this committee never reported, work on the Essay did continue, with many of the individual members conducting a detailed correspondence, marshalled by John Aubrey (1626–1697). In addition to the members of the original Royal Society committee, this group’s participants included Francis Lodwick (1619–1694), the Somerset clergyman Andrew Paschall (c.1630–c.1696), and Thomas Pigott (1657–1686), fellow of Wadham College, Oxford. The correspondents could not, however, agree on the best means of advancing the Essay, with the principal bone of contention being the ideas of Seth Ward. Thus, their efforts were eventually fruitless. This article traces the activities of this group and the intellectual milieu in which the revision of Wilkins’s Essay took place.
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Harris, Stuart. "The first Charles Darwin (1758–78)." Journal of Medical Biography 17, no. 4 (2009): 195–98. http://dx.doi.org/10.1258/jmb.2009.009068.
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The paper places the first Charles Darwin in his family context: the eldest son of Dr Erasmus Darwin and Mary Howard. Mention is made of Charles's upbringing and education, with illustrative material taken from his father's writings and from Anna Seward's Memoirs of the Life of Dr Darwin (1804). The part played by Dr Andrew Duncan of the Edinburgh Medical School is established. The award to Charles in March 1778 of the first medal by the Aesculapian Society of Edinburgh is described. The involvement of Dr William Cullen and Dr Joseph Black in the treatment of Charles's fatal infection is evidenced from Erasmus' letters. Attention is given to ‘An Elegy on the much-lamented death of a most ingenious young gentleman who lately died in the College at Edinburgh where he was a student’ which was written jointly by Duncan and Erasmus in 1778. The Elegy's curious publishing history will be glanced at. The paper concludes with a statement of Charles's great promise as a medical student and of Erasmus' efforts to ensure that his son's achievements were memorialised.
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Turner, Paul V. "Review: "So Good a Design," The Colonial Campus of the College of William and Mary: Its History, Background, and Legacy by James D. Kornwolf." Journal of the Society of Architectural Historians 48, no. 4 (1989): 405–6. http://dx.doi.org/10.2307/990466.
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Brulles, Dina. "School District and Researcher Collaboration: A School Administrator’s Practice and Perspective." Gifted Child Today 42, no. 2 (2019): 81–85. http://dx.doi.org/10.1177/1076217518825372.
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The author, as a school administrator, wrote this article to describe an effective collaboration with several universities on research projects that benefit both institutions. The outcomes described here focus on the process involved in such collaborations and the benefits to the school district these collaborations can create. Directed toward other school administrators, the article outlines processes employed to encourage similar partnerships between other school districts and universities. Based largely on the collaborative partnership between Paradise Valley Unified School District (PVUSD) and the College of William & Mary, the author shares a framework for initiating and planning such collaboration from a school administrator’s perspective. Within this framework, she describes approaches for obtaining administrative support, methods for planning proactively, suggestions for allocating time and resources, and the importance of integrating projects into existing structures and aligning them to district initiatives. The outcomes discussed describe what schools can expect from these collaborative partnerships. These outcomes can include professional learning opportunities with leading experts in the field, free curriculum and other resources, and access to school or district research-based data that have been analyzed by the higher institution’s researchers.
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Rines, Lawrence S., Thomas T. Lewis, Robert H. Welborn, et al. "Book Reviews." Teaching History: A Journal of Methods 11, no. 1 (1986): 27–43. http://dx.doi.org/10.33043/th.11.1.27-43.
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A. K. Dickinson, P. J. Lee, and P. J. Rogers. Learning History. London: Heinemann Educational Books, Ltd., 1984. Pp. x, 230. Paper, $14.00; Donald W. Whisenhunt. A Student's Introduction to History. Boston: American Press, 1984. Pp. 31. Paper, $2.95. Review by Robert A. Calvert of Texas A&M University. Ronald J. Grele. Envelopes of Sound: The Art of Oral History. Chicago: Precendent Publishing, Inc. 1985. Second Edition. Pp. xii, 283. Cloth, $20.95. Review by Marsha Frey of Kansas State University. Reginald Horsman. The Diplomacy of the New Republic, 1776-1815. Arlington Heights, Illinois: Harlan Davidson., 1985. Pp. vii, 153. Paper, $7.95. Review by William Preston Vaughn of North Texas State University. Lynn Y. Weiner. From Working Girl to Working Mother: The Female Labor Force in the United States, 1820-1980. Chapel Hill and London: The University of North Carolina Press, 1985. Pp. xii, 187. Cloth, $17.95. Review by E. Dale Odom of North Texas State University. Mary Custis Lee de Butts, ed. Growing Up in the 1850s: The Journal of Agnes Lee. Chapel Hill and London: University of North Carolina Press, 1984. Pp. xx, 151. Cloth, $11.95. Review by Clarence L. Mohr of Tulane University. Raymond A. Mohl. The New City: Urban America in the Inudstrial Age, 1860-1920. Arlington Heights, Illinois: Harlan Davidson, Inc., 1985. Pp. 242. Paper, $8.95; Melvyn Dubofsky. Industrialism and the American Worker, 1865-1920 (Second Edition). Arlington Heights, Illinois: Harlan Davidson, Inc., 1985. Pp. 167. Paper, $8.95. Review by Richard L. Means of Mountain View College. David D. Lee. Sergeant York: An American Hero. Lexington, Kentucky: University Press of Kentucky, 1985. Pp. 162. Cloth, $18.00. Review by Richard Selcer of Mountain View College. Studs Terkel. "The Good War": An Oral History of World War Two. New York: Pantheon Books, 1984. Pp. xv, 589. Cloth, $19.95. Review by William Vance Trollinger of The School of the Ozarks. David W. Reinhard. The Republican Right Since 1945. Lexington: The University Press of Kentucky, 1983. Pp. ix, 294. Cloth, $25.00. Review by James C. Williams of Gavilan College. Christina Larner. Witchcraft and Religion: The Politics of Popular Belief. New York: Basil Blackwell, 1984. Pp. xi, 172. Cloth, $24.95. Review by K. Gird Romer of Kennesaw College. F. R. H. DuBoulay. Germany in the Later Middle Ages. New York: St. Martin's Press, Inc., 1984. Pp. xii, 260. Cloth, $30.00; Joseph Dahmus. Seven Decisive Battles of the Middle Ages. Chicago: Nelson Hall, 1984. Pp. viii, 244. Cloth, $23.95. Review by Robert H. Welborn of Clayton College. Gerald Fleming. Hitler and the Final Solution. With an Introduction by Saul Friedlaender. Berkeley: University of California Press, 1984 (German, 1982). Pp. xxxvi, 219. Cloth, $15.95; Sarah Gordon. Hitler, Germans, and the "Jewish Question." Princeton: Princeton University Press, 1984. Pp. xiv, 412. Cloth, $40.00; Limited Paper Edition, $14.50. Review by Thomas T. Lewis of Mount Senario College. Alan Cassels. Fascist Italy. Arlington Heights, Illinois: Harlan Davidson, Inc., 1985. Second Edition. Pp. x, 146. Paper, $8.95. Review by Lawrence S. Rines of Quincy Junior College; Additional response by Lawrence S. Rines of Quincy Junior College.
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Murray, Jocelyn. "KULP, Philip M., ed., Women Missionaries and Cultural Change, Williamsburg, Department of Anthropology, College of William and Mary, 1987, 80 pp., (Library of Congress 89 060602)." Journal of Religion in Africa 21, no. 1 (1991): 92–93. http://dx.doi.org/10.1163/157006691x00203.
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A. Duarte Villa, Rafael, and Marilia Carolina B. de Souza Pimenta. "Is International Relations still an American social science discipline in Latin America?" Opinião Pública 23, no. 1 (2017): 261–88. http://dx.doi.org/10.1590/1807-01912017231261.
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Abstract Over the last 40 years, investigations have shown the discipline of International Relations to reproduce the American influence on its methods, paradigms, and institutional dynamics. This article explores the case for the Latin American community, based on the survey data from the Teaching, Research, and International Politics project (TRIP) 2014 developed by the Institute for the Theory and Practice of International Relations of the College of William and Mary, Virginia (USA). TRIP evaluated International Relations communities in 32 countries around the world. The article aims to answer two main questions: (i) is American influence still dominant over epistemological, methodological, paradigmatic, and institutional representative terms in Latin American International Relations communities, as has been considered in the past? (ii) Is there in the region any contestation to this supposed influence? Primarily, the present article shows an affirmative answer for the first issue. Therefore, and most importantly, the data analysis shows upcoming local pressures rooted in American influence, especially on its epistemic and paradigmatic terms. The data strengthens the miscegenation tendency on its epistemological and paradigmatic aspects, which underlines a lack of consensus over the structure of American dominance over the discipline of International Relations in Latin America, especially if one observes the most numerous and structured group in the region: the Brazilian International Relations community.
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Harris, Barbara J. "A New Look at the Reformation: Aristocratic Women and Nunneries, 1450–1540." Journal of British Studies 32, no. 2 (1993): 89–113. http://dx.doi.org/10.1086/386024.
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Ever since the first flowering of scholarship on women in the late nineteenth and early twentieth centuries, convents have occupied a central place in historians' estimate of the position of women in medieval and early modern Europe. In 1910, Emily James Putnam, the future dean and president of Barnard College, wrote enthusiastically in The Lady, her path-breaking study of medieval and renaissance aristocratic women, “No institution in Europe has ever won for the lady the freedom of development that she enjoyed in the convent in the early days. The modern college for women only feebly reproduces it.” In equally pioneering works published in the same period, both Lena Eckenstein and Eileen Power recognized the significance of the nunnery in providing a socially acceptable place for independent single women.Many contemporary historians share this positive view of convents. In Becoming Visible, one of the most widely read surveys of European women's history, for example, William Monter wrote approvingly of convents as “socially prestigious communities of unmarried women.” Similarly, Jane Douglass praised nunneries for their importance in providing women with the only “visible, official role” allotted to them in the church, while Merry Wiesner, sharing Eckenstein and Power's perspective, has observed that, unlike other women, nuns were “used to expressing themselves on religious matters and thinking of themselves as members of a spiritual group. In her recently published study of early modern Seville, to give a final example, Mary Perry criticized the assumption that nuns were oppressed by the patriarchal order that controlled their institutions; instead, she emphasized the ways in which religious women “empowered themselves through community, chastity, enclosure and mystical experiences.”
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Kneeshaw, Stephen, Richard Harvey, D'Ann Campbell, et al. "Book Reviews." Teaching History: A Journal of Methods 10, no. 2 (2020): 82–96. http://dx.doi.org/10.33043/th.10.2.82-96.
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Robert William Fogel and G. R. Elton. Which Road to the Past? Two Views of History. New Haven and London: Yale University Press, 1983. Pp. vii, 136. Cloth, $14.95. Review by Stephen Kneeshaw of The School of the Ozarks. Emmanuel LeRoy Ladurie. The Mind and Method of the Historian. Translated by Sian Reynolds and Ben Reynolds. Chicago: University of Chicago Press, 1981. Pp. v, 310. Paper, $9.95. Review by Richard Harvey of Ohio University. John E. O'Connor, ed. American History/ American Television: Interpreting the Video Past. New York: Frederick Ungar Publishing Company, 1983. Pp. 463. Cloth, $17.50; Paper, $8.95. Review by D' Ann Campbell of Indiana University. Foster Rhea Dulles & Melvyn Dubofsky. Labor in America: A History. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. 4th edition. Pp. ix, 425. Cloth, $25.95. Paper, $15.95. Review by Robert W. Dubay of Bainbridge Junior College. Karen Ordahl Kupperman. Roanoke: The Abandoned Colony. Totowa, New Jersey: Rowman & Allanheld, 1984. Pp. viii, 182. Cloth, $24.95; Paper, $12.50. Review by John T. Reilly of Mount Saint Mary College. Kevin O'Reilly. Critical Thinking in American History: Exploration to Constitution. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1983. Pp. 86. Paper, $2.95. Teacher's Guides: Pp. 180. Paper, $12.95; Kevin O'Reilly. Critical Thinking in American History: New Republic to Civil War. South Hamilton, Massachusetts: Hamilton-Wenham Regional High School, 1984. Pp. 106. Paper, $2.95. Teacher's Guide: Pp. 190. Paper, $12.95. Review by James F. Marran of New Trier Township High School, Winnetka, Illinois. Michael J. Cassity, ed. Chains of Fear: American Race Relations Since Reconstruction. Westport, Connecticut: Greenwood Press, 1984. Pp. xxxv, 253. Cloth, $35.00. Review by Ann W. Ellis of Kennesaw College. L. P. Morris. Eastern Europe Since 1945. London and Exeter, New Hampshire: Heinemann Educational Books, 1984. Pp. 211. Paper, $10.00. Review by Thomas T. Lewis, Mount Senario College. John Marks. Science and the Making of the Modern World. Portsmouth, New Hampshire: Heinemann Educational Books, Inc., 1983. Pp. xii, 507. Paper, $25.00. Review by Howard A. Barnes of Winston-Salem State University. Kenneth G. Alfers, Cecil Larry Pool, William F. Mugleston, eds. American's Second Century: Topical Readings, 1865-Present. Dubuque, Iowa: Kendall/ Hunt Publishing Co., 1984. Pp. viii, 381. Paper, $8.95. Review by Richard D. Schubart of Phillips Exeter Academy. Sam C. Sarkesian. America's Forgotten Wars: The Counterrevoltuionary Past and Lessons for the Future. Westport, Connecticut: Greenwood Press, 1984. Pp. xiv, 265. Cloth, $29.95. Review by Richard Selcer of Mountain View College. Edward Wagenknecht. Daughters of the Covenant: Portraits of Six Jewish Women. Amherst: University of Massachusetts, 1983. Pp. viii, 192. Cloth, $17.50. Review by Abraham D. Kriegel of Memphis State University. Morton Borden. Jews, Turks, and Infidels. Chapel Hill and London: University of North Carolina Press, 1984. Pp. x, 163. Cloth, $17.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Richard Schlatter, ed. Recent Views on British History: Essays on Historical Writing Since 1966. New Brunswick: Rutgers University Press, 1984. Pp. xiii, 524. Cloth, $50.00. Review by Fred R. van Hartesveldt of Fort Valley State College. Simon Hornblower. The Greek World, 479-323 B.C. London and New York: Methuen, 1983. Pp. xi, 354. Cloth, $24.00; Paper, $11.95. Review by Dan Levinson of Thayer Academy, Braintree, Massachusetts. H. R. Kedward. Resistance in Vichy France. New York: Oxford University Press, 1978. Paper edition 1983. Pp. ix, 311. Paper, $13.95. Review by Sanford J. Gutman of the State University of New York at Cortland.
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Zierler, Wendy. "Marc Lee Raphael (ed.) Gendering the Jewish Past with an Introductory Essay by Pamela S. Nadell Williamsburg, Virginia: Department of Religion, The College of William and Mary, 2002." Nashim: A Journal of Jewish Women's Studies & Gender Issues 7 (April 2004): 252–55. http://dx.doi.org/10.2979/nas.2004.-.7.252.
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D’Aoust, Anne-Marie, and David Grondin. "Repenser la politique disciplinaire des Relations internationales." Études internationales 46, no. 4 (2016): 405–42. http://dx.doi.org/10.7202/1037278ar.
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Ce qui constitue la discipline des Relations internationales (RI) est aujourd’hui largement débattu. Les remises en question touchent les prétentions scientifiques et les frontières de la discipline en tant que champ distinct, mais également les enjeux éthiques et sociaux qui y sont associés. Ces derniers concernent autant les analyses produites en RI (leur contenu, leur pertinence scientifique, politique et appliquée) que les relations de pouvoir affectant les individus y prenant part. Inspirés par une préoccupation politique et normative particulière quant au rôle constitutif de nos expériences, nous proposons un appel au développement d’une optique « indisciplinée » afin de réfléchir sur la discipline des RI en milieu francophone canadien à l’aune de nos pratiques respectives d’enseignement en Relations internationales à l’Université du Québec à Montréal (UQAM) et à l’Université d’Ottawa, plutôt qu’à la lumière des portraits de diverses communautés nationales dessinées par les données du Teaching, Research, and International Policy (TRIP) de l’Institute for the Theory and Practice of International Relations du College of William and Mary. Notre contribution propose une réflexion en trois temps : 1) lancer un appel quant à la nécessité de l’interdisciplinarité en privilégiant une optique « indisciplinée » ; 2) insister sur l’importance de pouvoir activement pratiquer un « oubli » des théories des RI, pour reprendre la formule consacrée de Roland Bleiker, en mobilisant nos pratiques enseignantes ; et 3) mettre à contribution la curiosité féministe en RI comme méthodologie, notamment dans l’enseignement. Ultimement, cette démarche favorise une pratique d’ouverture sur le monde des relations internationales et, ce faisant, donne une place aux émotions pour donner un sens au monde des/en Relations internationales.
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ΚΟΝΤΟΣΤΑΥΛΟΥ, ΕΙΡΗΝΗ-ΖΩΗ, ΙΩΑΝΝΑ ΔΙΑΜΑΝΤΟΥΛΗ та ΕΛΕΝΗ ΧΑΝΤΖΟΥΛΗ. "Πρόταση εκπαιδευτικού προγράμματος χαρισματικών μαθητών στην Ιστορία". Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης 1 (6 березня 2019): 421. http://dx.doi.org/10.12681/edusc.1741.
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Οι χαρισματικοί μαθητές αναγνωρίζονται από τις περισσότερες αναπτυγμένες χώρες ως άτομα που χρειάζονται ειδικά εκπαιδευτικά προγράμματα σχεδιασμένα με βάση τις ανάγκες και τις ικανότητές τους. Στην παρούσα εργασία παρουσιάζονται προγράμματα που απευθύνονται σε χαρισματικούς μαθητές και έχουν εφαρμοστεί σε πολλές χώρες και διαφορετικά εκπαιδευτικά συστήματα. Θα παρουσιαστεί το Προσαρμοσμένο στο Πρόγραμμα Μοντέλο της Van Tassel Baska ( Integrated Curriculum Model – ICM,1986) το οποίο δίνει έμφαση στη διαφοροποίηση σε τρία επίπεδα. Το συγκεκριμένο μοντέλο έχει πλήρως αναπτυχθεί και έχει συσχετιστεί με το αντίστοιχο πρόγραμμα σπουδών ( The Integrated Curriculum Model (ICM), Joyce Van Tassel- Baska , Susannah Wood The College of William&Mary, 2009). Στη συνέχεια παρουσιάζεται το Μοντέλο των τριών σταδίων του Πανεπιστημίου του Purdue ( The Purdue Three-stage Enrichment Model for Elementary Gifted Learners (PACE),1973) που είναι σχεδιασμένο να ανταποκρίνεται στις ανάγκες των χαρισματικών μαθητών. Τα δύο αυτά μοντέλα εφαρμόζονται στις Η.Π.Α. Σκοπός της παρούσας εργασίας είναι να γίνει μια πρόταση προγράμματος με κύριο άξονα την ανάπτυξη της κριτικής σκέψης , βασισμένο στο Μοντέλο του Λογικού επιχειρήματος (Paul’sReasoningModel, 1992 ) και στους οκτώ παράγοντες της παραγωγικής σκέψης που αυτό περιγράφει. Το πρόγραμμα απευθύνεται σε μαθητές 11-12 ετών που έχουν αξιολογηθεί ως χαρισματικοί και αποτελεί εμπλουτισμένο πρόγραμμα στο μάθημα της Ιστορίας. Το πρόγραμμα της παρούσας πρότασης ολοκληρώνεται σε έξι δίωρες συναντήσεις και θα μπορούσε να ενταχθεί είτε στο εβδομαδιαίο πρόγραμμα του γενικού σχολείου είτε να πραγματοποιηθεί σε εξωσχολικές συναντήσεις. Στοχεύει στην ανάπτυξη της κριτικής σκέψης και στην επίλυση προβλήματος και το περιεχόμενό του αφορά στην ιστορική περίοδο της Τουρκοκρατίας στον ελλαδικό χώρο.
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Edwards, C. J. W., D. McCourt, P. J. Duffy, et al. "Reviews of Books and Maps." Irish Geography 11, no. 1 (2016): 199–213. http://dx.doi.org/10.55650/igj.1978.845.
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AGRICULTURE IN THE REPUBLIC OF IRELAND, by Desmond A. Gillmor (Geography of world agriculture, volume 7). Budapest: Akademiai Kiado, 1977. 202 pp.PEASANT OPENFIELD FARMING AND ITS TERRITORIAL ORGANISATION IN COUNTY TIPPERARY, by Ingeborg Leister.Marburg: Marburger Geographische Schriften, 1976. 100 pp.SOURCES FOR LOCAL STUDIES, by William Nolan. Department of Geography, Carysfort College, 1977, 61 pp.COUNTY LEITRIM RESOURCE SURVEY. Part III ‐ Demography, Sociology and Economics. Dublin: An Foras Taluntais, 1975. 101 pp. £2.00.THE DEVELOPMENT OF THE IRISH TOWN, edited by R. A. Butlin. London: Croom Helm, 1977. 144 pp. £6.95.NATIONALISM AND SOCIALISM IN TWENTIETH‐CENTURY IRELAND, by E. Rumpf and A. C. Hepburn. Liverpool: the University Press, 1977. 275 pp. £15–25.THE QUATERNARY HISTORY OF THE IRISH SEA, edited by C. Kidson and M. J. Tooley. Liverpool: Seel House Press, 1977. 345 pp. £16.00.MEDIEVAL MOATED SITES OF S.E. IRELAND, by Terence B. Barry. London: British Archaeological Reports, 35, 1977. 247 pp., £4.70.LIFE AND TRADITION IN RURAL IRELAND, by Timothy P. O'Neill. London: J. M. Dent & Sons, 1977. 122 pp. £9.95.SERVICE‐TYPE EMPLOYMENT AND REGIONAL DEVELOPMENT, by Michael J. Bannon, James G. Eustace and Mary Power. Dublin: Stationery Office, National Economic and Social Council report no. 28, undated (1977) 142 pp. £0.55.CONSUMER BEHAVIOUR, MOTIVATION AND PERCEPTION : A STUDY OF DUBLIN, by A. J. Parker. Dublin: Department of Geography, University College, 1976. 265 pp. £2.50.SOILS OF COUNTY WESTMEATH, by T. F. Finch. Dublin: An Foras Taluntais, National Soil Survey of Ireland, Soil Survey Bulletin No. 33, 1977. 100 pp. £5.THE SUGAR INDUSTRY IN IRELAND, by Michael Foy. Dublin: Comhlucht Siúicre Éireann Teo., 1976. 159 pp.THE RELEVANCE OF THE INTERNATIONAL HYDROLOGICAL DECADE TO ULSTER, by R. Common. Belfast: Department of Geography, Queen's University, Departmental Research Paper No. 1, 1977. 160 pp.THE CHANGING FORTUNES OF MARGINAL REGIONS, edited by P. G. Sadler and G. A. Mackay. Aberdeen: Institute for the Study of Sparsely Populated Areas, undated. 163 pp. £2.85.DUBLIN'S WOOD QUAY, by Nuala Burke. Drumconrath: Civic Heritage Publications, 1977. 46 pp. £3.30.MAP REVIEWTHE BURREN: A MAP OF THE UPLANDS OF NORTH‐WEST CLARE, EIRE, by T. D. Robinson: Cill Ronain, published by the author, 1977. 92 cm × 65 cm. £1.10.
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Lindsay, Robert, H. Roger Grant, Marsha L. Frey, et al. "Book Reviews." Teaching History: A Journal of Methods 14, no. 1 (1989): 36–56. http://dx.doi.org/10.33043/th.14.1.36-56.
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Martin K. Sorge. The Other Price of Hitler's War. German Military and Civilian Losses Resulting from World War II. Westport, CT: Greenwood Press, 1986. Pp. xx, 175. Cloth, $32.95; M. K. Dziewanowski. War At Any Price: World War II in Europe, 1939-1945. Englewood Cliffs, NJ: Prentice-Hall, 1987. Pp. xiv, 386. Paper, $25.67. Review by Lawrence S. Rines of Quincy Community College. David Goldfield. Promised Land: The South Since 1945. Arlington Heights, IL: Harlan Davidson, Inc., 1987. Pp. xiii, 262. Cloth, $19.95, Paper, $9.95; Alexander P. Lamis. The Two Party South. New York: Oxford University Press, 1984. Pp. x, 317. Cloth, $25.00; Paper, $8.95. Review by Ann W. Ellis of Kennesaw College. Walter J. Fraser, Jr., R. Frank Saunders, Jr., and Jon L. Wakelyn, eds. The Web of Southern Social Relations: Women, Family, and Education. Athens: University of Georgia Press, 1985. Pp. XVII, 257. Paper, $12.95. Review by Thomas F. Armstrong of Georgia College. William H. Pease and Jane H. Pease. The Web of Progress: Private Values and Public Styles in Boston and Charleston, 1828-1842. New York and Oxford: Oxford University Press, 1985. Pp. xiv, 334. Paper, $12.95. Review by Peter Gregg Slater of Mercy College. Stephen J. Lee. The European Dictatorships, 1918-1945. London and New York: Methuen, 1987. Pp. xv, 343. Cloth, $47.50; Paper, $15.95. Review by Brian Boland of Lockport Central High School, Lockport, IL. Todd Gitlin. The Sixties: Days of Hope, Days of Rage. New York: Bantam, 1987. Pp. 483. Cloth, $19.95; Maurice Isserman. IF I HAD A HAMMER... : The Death of the Old Left and the Birth of the New Left. New York: Basic Books, 1987. Pp. xx, 244. Cloth, $18.95. Review by Charles T. Banner-Haley of Martin Luther King, Jr. Center for Nonviolent Social Change, Inc. Donald Alexander Downs. Nazis in Skokie: Freedom, Community, and the First Amendment. Notre Dame IN: Notre Dame Press, 1985. Pp. 227. Paper, $9.95. Review by Benjamin Tate of Macon Junior College. Paul Preston, The Triumph of Democracy in Spain. London and New York: Methuen, 1986. Pp. 227. Cloth, $32.00. Review by Victoria L. Enders of Northern Arizona University. Robert B. Downs. Images of America: Travelers from Abroad in the New World. Urbana and Chicago: University of Illinois Press, 1987. Pp. 232. Cloth, $24.95. Review by James F. Marran of New Trier Township High School, Winnetka, IL. Joel H. Silbey. The Partisan Imperative: The Dynamics of American Politics Before the Civil War. New York and Oxford: Oxford University Press, 1985. Pp. viii, 234. Paper, $8.95. Review by John T. Reilly of Mount Saint Mary College. Barbara J. Howe, Dolores A. Fleming, Emory L. Kemp, and Ruth Ann Overbeck. Houses and Homes: Exploring Their History. Nashville: The American Association for State and Local History, 1987. Pp. xii, 168. Paper, $13.95; $11.95 to AASLH members. Review by Marsha L. Frey of Kansas State University. Thomas C. Cochran. Challenges to American Values: Society, Business and Religion. New York and Oxford: Oxford University Press, 1987. Pp. 147. Paper, $6.95. Review by H. Roger Grant of University of Akron. M.S. Anderson. Europe in the Eighteenth Century, 1713-1783. London and New York: Longman, 1987. Third Edition. Pp. xii, 539. Cloth, $34.95. Review by Robert Lindsay of the University of Montana.
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Sims, Robert C., Darlene E. Fisher, Steven A. Leibo, et al. "Book Reviews." Teaching History: A Journal of Methods 13, no. 2 (1988): 80–104. http://dx.doi.org/10.33043/th.13.2.80-104.
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Michael B. Katz. Reconstructing American Education. Cambridge and London: Harvard University Press, 1987. Pp. viii, 212. Cloth, $22.50; E. D. Hirsch, Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin Co., 1987. Pp. xvii, 251. Cloth, $16.45; Diana Ravitch and Chester E. Finn, Jr. What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper & Row, 1987. Pp. ix, 293. Cloth, $15.95. Review by Richard A. Diem of The University of Texas at San Antonio. Henry J. Steffens and Mary Jane Dickerson. Writer's Guide: History. Lexington, Massachusetts, and Toronto: D. C. Heath and Company, 1987. Pp. x, 211. Paper, $6.95. Review by William G. Wraga of Bernards Township Public Schools, Basking Ridge, New Jersey. J. Kelley Sowards, ed. Makers of the Western Tradition: Portraits from History. New York: St. Martin's Press, 1987. Fourth edition. Vol: 1: Pp. ix, 306. Paper, $12.70. Vol. 2: Pp. ix, 325. Paper, $12.70. Review by Robert B. Luehrs of Fort Hays State University. John L. Beatty and Oliver A. Johnson, eds. Heritage of Western Civilization. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1987. Sixth Edition. Volume I: Pp. xi, 465. Paper, $16.00; Volume II: pp. xi, 404. Paper, $16.00. Review by Dav Levinson of Thayer Academy, Braintree, Massachusetts. Lynn H. Nelson, ed. The Human Perspective: Readings in World Civilization. New York: Harcourt Brace Jovanovich, 1987. Vol. I: The Ancient World to the Early Modern Era. Pp. viii, 328. Paper, $10.50. Vol. II: The Modern World Through the Twentieth Century. Pp, x, 386. Paper, 10.50. Review by Gerald H. Davis of Georgia State University. Gerald N. Grob and George Attan Billias, eds. Interpretations of American History: Patterns and Perspectives. New York: The Free Press, 1987. Fifth Edition. Volume I: Pp. xi, 499. Paper, $20.00: Volume II: Pp. ix, 502. Paper, $20.00. Review by Larry Madaras of Howard Community College. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. -- Volume II: Reconstruction to the Present. Guilford, Connecticut: The Dushkin Publishing Groups, Inc., 1987. Pp. xii, 384. Paper, $9.50. Review by James F. Adomanis of Anne Arundel County Public Schools, Annapolis, Maryland. Joann P. Krieg, ed. To Know the Place: Teaching Local History. Hempstead, New York: Hofstra University Long Island Studies Institute, 1986. Pp. 30. Paper, $4.95. Review by Marilyn E. Weigold of Pace University. Roger Lane. Roots of Violence in Black Philadelphia, 1860-1900. Cambridge, Massachusetts, and London: Harvard University Press, 1986. Pp. 213. Cloth, $25.00. Review by Ronald E. Butchart of SUNY College at Cortland. Pete Daniel. Breaking the Land: The Transformation of Cotton, Tobacco, and Rice Cultures since 1880. Urbana and Chicago: University of Illinois Press, 1985. Pp. xvi, 352. Paper, $22.50. Review by Thomas S. Isern of Emporia State University. Norman L. Rosenberg and Emily S. Rosenberg. In Our Times: America Since World War II. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Third edition. Pp. xi, 316. Paper, $20.00; William H. Chafe and Harvard Sitkoff, eds. A History of Our Time: Readings on Postwar America. New York: Oxford University Press, 1987. Second edition. Pp. xiii, 453. Paper, $12.95. Review by Monroe Billington of New Mexico State University. Frank W. Porter III, ed. Strategies for Survival: American Indians in the Eastern United States. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. xvi, 232. Cloth, $35.00. Review by Richard Robertson of St. Charles County Community College. Kevin Sharpe, ed. Faction & Parliament: Essays on Early Stuart History. London and New York: Methuen, 1985. Pp. xvii, 292. Paper, $13.95; Derek Hirst. Authority and Conflict: England, 1603-1658. Cambridge: Harvard University Press, 1986. Pp. viii, 390. Cloth, $35.00. Review by K. Gird Romer of Kennesaw College. N. F. R. Crafts. British Economic Growth During the Industrial Revolution. New York: Oxford University Press, 1985. Pp. 193. Paper, $11.95; Maxine Berg. The Age of Manufactures, 1700-1820. New York: Oxford University Press, 1985. Pp. 378. Paper, $10.95. Review by C. Ashley Ellefson of SUNY College at Cortland. J. M. Thompson. The French Revolution. New York: Basil Blackwell, 1985 reissue. Pp. xvi, 544. Cloth, $45.00; Paper, $12.95. Review by W. Benjamin Kennedy of West Georgia College. J. P. T. Bury. France, 1814-1940. London and New York: Methuen, 1985. Fifth edition. Pp. viii, 288. Paper, $13.95; Roger Magraw. France, 1815-1914: The Bourgeois Century. New York and Oxford: Oxford University Press, 1985. Pp. 375. Cloth, $24.95; Paper, $9.95; D. M.G. Sutherland. France, 1789-1815: Revolution and Counterrevolution. New York and Oxford: Oxford University Press, 1986. Pp. 242. Cloth, $32.50; Paper, $12.95. Review by Fred R. van Hartesveldt of Fort Valley State College. Woodford McClellan. Russia: A History of the Soviet Period. Englewood Cliffs, New Jersey: Prentice-Hall, 1986. Pp. xi, 387. Paper, $23.95. Review by Pasquale E. Micciche of Fitchburg State College. Ranbir Vohra. China's Path to Modernization: A Historical Review from 1800 to the Present. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Pp. xiii, 302. Paper, $22.95. Reivew by Steven A. Leibo of Russell Sage College. John King Fairbank. China Watch. Cambridge and London: Harvard University Press, 1987. Pp. viii, Cloth, $20.00. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Illinois. Ronald Takaki, ed. From Different Shores: Perspectives on Race and Ethnicity in America. New York and Oxford: Oxford University Press, 1987. Pp. 253. Paper, $13.95. Review by Robert C. Sims of Boise State University.
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Lees, AJ. "1 Soulful neurology." Journal of Neurology, Neurosurgery & Psychiatry 91, no. 8 (2020): e1.2-e1. http://dx.doi.org/10.1136/jnnp-2020-bnpa.1.
Full textAbstract:
Born on Merseyside, Andrew Lees qualified in medicine at the Royal London Hospital Medical College in 1970. His neurological training was at University College London Hospitals and the National Hospital for Neurology and Neurosurgery, Queen Square. He also spent 1 year at L’Hopital Salpetriere, Paris. He has achieved international recognition for his work on Parkinson’s disease and abnormal movement disorders. He is an original member of the Highly-Cited Researchers ISI Database with an h-index of 130. Founder member of the international Movement Disorder Society, he was elected President (2004–2006) and co-edited the Movement Disorders Journal between 1995 and 2003. In 2006, he was awarded the Movement Disorders Research Award by the American Academy of Neurology and he was awarded the Association of British Neurologists Medal in 2015.At the age of thirty-two he was appointed to the consultant staff at the National Hospitals, The Middlesex, and Whittington Hospitals and in 1987 was elected a Fellow of the Royal College of Physicians. He was later appointed Professor of Neurology at the National Hospital for Neurology and Neurosurgery, Queen Square and was Director of the Reta Lila Weston Institute for Neurological Studies (1998–2012). He was Clinical Director of the Queen Square Brain Bank for Neurological Disorders (1985–2012) and Director of the Sara Koe PSP Research Centre (2002–2012).He is a Visiting Professor at the University of Liverpool and Queen Mary University of London, and has close collaborations with several Brazilian universities. For his contributions to Brazilian neurology he was elected as an overseas member of the Academia Nacional de Medicina and the Academia Brasileira de Neurologia. He was elected as a Council member of the Academy of Medical Sciences 2012–2015 and appointed as an Expert Adviser for the UK Government National Institute for Health and Care Excellence Centre for Guidelines (2006–2019). He received the Bing Spear Award in 2016 for outstanding contributions towards saner drug policies.He has delivered the Gowers Memorial Lecture at the National Hospital, The Inaugural Lord Brain Memorial Lecture at Bart’s and the Royal London Hospitals and David Marsden Memorial Lecture at the European Federation of Neurological Societies. He was the recipient of Stanley Fahn Lectureship Award at the MDS Dublin 2012, and has been awarded the German Society of Neurology’s 2012 Dingebauer Prize for outstanding scientific attainment in the field of Parkinson’s disease and Neurodegenerative Disorders, the Jay Van Andel award for outstanding research in Parkinson’s disease in 2014, and the Parkinson Canada’s Donald Calne Award and Lectureship for 2017.Through a process of reasoning that left little to the imagination the neurologists at The Royal London Hospital where I trained pulled black swans and zebras from their hats. During my training I was led to understand that it was just a matter of time before all disorders of the brain would be worked out and categorised in terms of anatomical electrical and chemical connections. This rational approach drew me in, and I selected diseases of the nervous system as my specialist subject.My first two neurology chiefs at University College Hospital were inspirational and kind. They warned me that it would take many years to learn how to join up the dots and become proficient at knowing where to look. One of them recommended that I should use textbooks only for reference but that I should read the Sherlock Holmes canon. Over time I came to understand that neurologists and criminal detectives both seek hidden truths and meanings in narrative and that both rely on a rigorous tried and tested method that pays attention to detail. Sherlock Holmes provided a romantic bridge to William Gowers and the serious business of neurology.Clinical research and a curiosity for cures should be an integral part of neurology William Seward Burroughs, who had appeared out of nowhere on the cover of Sergeant Pepper became my unlikely source of inspiration. He introduced me to the idea that nothing happens by chance and that novel scientific discoveries rely heavily on personally distinctive actions. He also helped me to understand that art is a complementary source of truth that enlists inventiveness to transport science beyond the acquisition of fact.