DOCSLIB.ORG

SCHMIDT-DISSERTATION-2016.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
SCHMIDT-DISSERTATION-2016.Pdf GENETIC NORMALCY AND THE NORMALCY OF DIFFERENCE. GENETIC DEAFNESS RESEARCH IN 2OTH CENTURY AMERICA by Marion Andrea Schmidt A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Philosophy. Baltimore, Maryland March 2016 © Marion Schmidt ABSTRACT Is deafness a defect to be prevented by genetic technology or merely a non- pathological variation that has given rise to a sociocultural minority? Is it ethical to prevent the birth of a child with deafness? Are deaf parents acting immoral if consciously choosing a deaf child? Over the last 100 years, geneticists' attitudes on these questions have shifted from a clearly medical-pathological definition to acknowledging Deaf culture and the Deaf community, conscious of the potential 'genocidal' impact of reproductive technology. To understand why, by the end of the 20th century, geneticists and associated professions have “gone native” and identified with Deaf culture while neurologists or audiologists continue to consider deafness a grave neurological disability, this thesis analyzes how different professional paradigms have shaped perceptions of deafness, and how different scientific communities have – or have not – interacted with deaf individuals and deaf communities From the late 19th century triumph of oralism – the practice of teaching lip-reading and speech at the exclusion of sign language –, with its strong ties to medical and eugenic prevention, this thesis explores the emergence of alternative perceptions of deafness among geneticists and other professionals concerned with hereditary deafness. Particularly important is the influence of psychologists and (genetic) psychiatrists in defining the abilities and pathologies of deaf people, as well as in shaping practices of family and genetic counseling. Research of and attempts to prevent hereditary deafness reflect changing ethical and cultural norms that define who is considered normal, disabled or different, a good citizen or a burden to society. Negotiations over deafness as disability or difference are an integral part of 20th century debates over citizenship, national ii identity, and overcoming otherness. Tying together the history of disability, psychology, psychiatry, eugenics and genetics, this thesis deconstruct the norms and paradigms that have and continue to shape the ethics of genetic research and reproductive counseling. Doctoral Advisor: Nathaniel Comfort, PhD Thesis Committee: Daniel Todes, PhD Jeremy Greene, PhD Ronald Walters, PhD Brian Greenwald, PhD iii ACKNOWLEDGEMENTS My first thanks goes to my advisor, Nathaniel Comfort for his his support, dedication, close reading of many, many drafts and willingness to engage in intellectual debates. I am also indebted to Dan Todes for his dedication to teaching, calming influence, patience, and for many good conversations; and to Jeremy Green for his abilities see the bigger picture when I saw trees rather than the forest. Ronald Walters and Brian Greenwald where my go-to scholars for American and Deaf history, respectively. Cathy Kudlick, my mentor in the AHA disability history mentoring program, has supported my venture into this field and helped me think through questions of disciplinary boundaries. The knowledge of several archivists and librarians have made this thesis much richer: Christine Ruggere, curator at the JHU Institute's of the History of Medicine's Historical Collection, Kathy Lafferty at the University of Kansas Spencer Research Library, Jody Sidklaus at the Rochester Institute for Technology Archives, James Sweatt at the Vanderbilt University Eskind Biomedical Library, the staff at the Gallaudet archives, who patiently put up with my lack of signing skills, and Danielle Kovacs at Umass Amherst Special Collections, who was exceptionally dedicated to finding and providing me with the documents I vaguely asked for. Likewise, this thesis would not have been possible without the willingness of my oral history interview partners to engage in conversation, share their life stories and reflect on their scientific practices. My six years at the JHU Institute of the History of Medicine have been intellectually rewarding and an all-around learning experience. Discussions with iv faculty members and fellow graduate students have greatly helped shape this thesis. Other scholarly communities in the history of medicine, psychiatry and disability have helped my growth as a scholar. The AHA disability history reading group in particular provided a lively exchange of thoughts and support. Two JHU teaching fellowships enabled me to design and teach classed on disability, genetics and gender, and thus to rethink my research and writing. My research also was generously supported by a Woodrow Wilson Foundation Charlotte W. Newcombe Dissertation Fellowship on Religious and Ethical Values. I am grateful to my family for working hard so I could go to university and for making me take work breaks, and to my friends in Baltimore, Mississippi and Portland, the Black Forest, Freiburg, Paderborn, Gießen and Berlin for providing me with support and food, access to kids and cats, American Thanksgivings and Spring Breaks, and reason to travel all over. A special thanks goes to Nicky and Ed for encouraging me to do this US grad school thing in in first place. v TABLE OF CONTENTS Abstract ii Acknowledgments v I. Introduction 1 II. Progressive Science, eugenics and educational reform: (Hereditary) Deafness research in early 20th century America 24 III. Educational perfection and hereditary prevention. Research and counseling at the Clarke School in the 1930s and 40s 112 IV. Big Science; a small school. The expansion and diversification of genetic deafness research in the 1950s and 1960s 154 V. Between pathology and particularity. Genetics and deafness at the New York State Psychiatric Institute, 1955 to 1969 233 VI. Genetic and emotional risk; self-finding and self-surveillance. The case of Usher Syndrome 317 VII. Genetic awareness, neutrality and empowerment. The rise of culturally sensitive counseling 1960-1990 410 VIII. Conclusion 507 IX. Bibliography 528 Curriculum Vitae 555 vi I. Introduction In 1883, Alexander Graham Bell presented a speech to the U. S. National Academy of Sciences titled Memoir upon the Foundation of a Deaf Variety of the Human Race. Bell is most famous for his invention of the telephone, yet he was also active in the eugenic movement and probably the most influential figure in deaf education during the late 19th and early 20th century America. He combined these interests in his study of the marriage patterns of deaf people and of the hearing status of their children. Deaf people, he noted, tended to marry each other. This habit not only separated the deaf and the hearing socially, but had potential biological consequences too. Bell believed deafness to be hereditary in many cases; deaf intermarriages thus passed on hearing loss to the next generation. In the long term, it might even lead to the creation of a deaf subspecies. Such a “defective race of human beings,” Bell believed, “would be a great calamity to the world.”1 In deaf education, Bell pursued a policy called oralism, the teaching of speech and lip-reading. In the late 19th century, oralism seemed to be the method of the future, employing scientific methods to achieve the modern miracle of teaching speech to the deaf. Advocates of oralism wanted it to replace manualism, or the use of sign language that had been considered the most effective educational tool by an older generation of teachers. Sign language also was one of the main traits of the deaf community that had formed since mid-century, organized in a myriad of clubs, churches, professional and recreative organizations. They were one of many American minorities that saw no contradictions in being US citizens while being part of a specific subculture. By the late 19th century, nativist sentiments and evolutionary 1 Bell, Alexander Graham. 1884. Upon the formation of a deaf variety of the human race. Washington: U.S. Govt., 4, 41. http://catalog.hathitrust.org/api/volumes/oclc/2141276.html. Emphasis in original. 1 thought cast suspicion on sign language and deaf culture, and contributed to the acceptance of oralism as an assimilatory and curative technique. The fervent debate over the right methods in deaf education mirrored larger changes in understanding the nature of thought and language, the meaning of being human, of minorities maintaining their independent identities or assimilating into larger society. It also had an explicitly eugenic dimension. For Bell, oralism was not only an educational tool, but also a eugenic solution. Enabling the deaf to speak would end their separatism and integrate them into hearing society. It would discourage deaf intermarriage and thus avert the danger of a deaf race. Bell's combination of oralist principles and eugenics shaped both the course of deaf education and heredity research into the mid 20th century, instilling in professionals a long-lasting fear that deaf people’s marriage habits would lead to an increase in deafness.2 Over a century after Bell's Memoir, in 2003, geneticist Walter Nance confirmed Bell's fears, in a modernized way. By then, geneticists had identified several hundred forms of genetic deafness. Yet there was one form of recessive deafness – caused by a deficiency in the protein connexin 26 – that was responsible for half of all genetic cases in the US. This had not always been the case. Nance's analysis of population data had shown that deaf people's endogamous marriage patterns apparently had increased the frequency of connexin 26 deafness over the course of the last 200 years. Indeed, the establishment of residential deaf education in the early 19th century, and, in turn, the development of deaf communities and 2 Brian Greenwald has presented the most extensive study of Bell's educational policies and eugenic research. See Greenwald, Brian H. 2006. Alexander Graham Bell through the lens of eugenics, 1883-1922. PhD thesis. Washington D. C.: The George Washington University. Douglas Baynton has traced the larger social trends that led to a reevaluation of deaf culture and signed vs.
Load more

Recommended publications
  • Forms and Functions of Aggression During Early Childhood: a Short-Term Longitudinal Study
    School Psychology Review, 2007, Volume 36, No. 1, pp. 22-43 Forms and Functions of Aggression During Early Childhood: A Short-Term Longitudinal Study Jamie M. Ostrov University at Buffalo, The State University of New York Nicki R. Crick University of Minnesota, Twin Cities Campus Abstract. The school classroom and playground provide an important context for learning about young children's social interactions. A multimethod, multiinfor- mant, short-term longitudinal study was conducted to investigate the utility of including school-based observational assessments of both form (i.e., physical and relational) and function (i.e., proactive and reactive) of aggressive behavior at school with a young sample during early childhood (132 children; M = 44.37 months; SD = 9.88). The study revealed low intercorrelations between observed proactive and reactive functions of aggression and low to moderate levels of stability. Based on 160 min of observation per child for an academic year, the findings revealed that boys are more physically aggressive to peers than are girls, whereas girls are more relationally aggressive than are boys. The results provide evidence for the differential association between aggression categories and future social-psychological adjustment constructs with particular relevancy for school contexts (i.e., peer rejection and student-teacher conflict). Recently, school psychologists have (Cullerton-Sen & Crick, 2005; Leff & Lakin, called for more extensive research of young 2005; Young, Boye, & Nelson, 2006). Aggres- children's peer relationships and, in particular, sive behavior is defined as any behavior in- relationally aggressive behavior at school tended to hurt, harm, or injure another person This study was supported by grants from the National Institute of Mental Health (NIMH; MH63684) and the National Science Foundation (BCS-0126521) to Nicki R.
    [Show full text]
  • Race and Membership in American History: the Eugenics Movement
    Race and Membership in American History: The Eugenics Movement Facing History and Ourselves National Foundation, Inc. Brookline, Massachusetts Eugenicstextfinal.qxp 11/6/2006 10:05 AM Page 2 For permission to reproduce the following photographs, posters, and charts in this book, grateful acknowledgement is made to the following: Cover: “Mixed Types of Uncivilized Peoples” from Truman State University. (Image #1028 from Cold Spring Harbor Eugenics Archive, http://www.eugenics archive.org/eugenics/). Fitter Family Contest winners, Kansas State Fair, from American Philosophical Society (image #94 at http://www.amphilsoc.org/ library/guides/eugenics.htm). Ellis Island image from the Library of Congress. Petrus Camper’s illustration of “facial angles” from The Works of the Late Professor Camper by Thomas Cogan, M.D., London: Dilly, 1794. Inside: p. 45: The Works of the Late Professor Camper by Thomas Cogan, M.D., London: Dilly, 1794. 51: “Observations on the Size of the Brain in Various Races and Families of Man” by Samuel Morton. Proceedings of the Academy of Natural Sciences, vol. 4, 1849. 74: The American Philosophical Society. 77: Heredity in Relation to Eugenics, Charles Davenport. New York: Henry Holt &Co., 1911. 99: Special Collections and Preservation Division, Chicago Public Library. 116: The Missouri Historical Society. 119: The Daughters of Edward Darley Boit, 1882; John Singer Sargent, American (1856-1925). Oil on canvas; 87 3/8 x 87 5/8 in. (221.9 x 222.6 cm.). Gift of Mary Louisa Boit, Julia Overing Boit, Jane Hubbard Boit, and Florence D. Boit in memory of their father, Edward Darley Boit, 19.124.
    [Show full text]
  • Considerations for Distance Education in School Psychology
    National Association of School Psychologists Considerations for Distance Education in School Psychology July 2021 Approximately 263 universities offer a school psychology program in the United States (Gadke et al., 2021), either at the specialist level, doctoral level, or both. This represents an increase of about 60 institutions offering at least one school psychology program over the past 40+ years, and a 10% increase since 2006. At this pace, the number of graduate education programs may not sufficiently meet the demands of the field in light of ongoing shortages (NASP, 2016). As a result, many in the field have begun to examine the potential of distance education to help increase access and availability of school psychology graduate preparation. DISTANCE EDUCATION Various terms have been used to describe education that occurs at a distance. For the purposes of this document, the concept of learning that delivers instruction to students who are separated from the instructor and/or involves online learning, will be referred to as distance education. The Higher Learning Commission’s definitions of distance education can be located at https://www.hlcommission.org/General/glossary.html#InstitutionalChange, and they offer the following: • Distance-delivered courses are courses in which at least 75% of the instruction and interaction occurs via electronic communication, correspondence, or equivalent mechanisms, with the faculty and students physically separated from each other. • Distance-delivered programs are certificate or degree programs in which 50% or more of the required courses may be taken as distance-delivered courses. • Distance education can use one or more of the technologies listed below to support regular and substantive interaction between the students and the instructor.
    [Show full text]
  • An Exploration of the Word Deaf Rachel Fearon (Linguistics)
    Diffusion: the UCLan Journal of Undergraduate Research Volume 6 Issue 1 (June 2013) PEJORISED OR AMELIORATED? AN EXPLORATION OF THE WORD DEAF RACHEL FEARON (LINGUISTICS) Abstract: Since the recognition of British Sign Language in 2003 and the denunciation in 2010 of the 1880 decision to ban sign language in deaf education, the Deaf community has taken a positive move forward as a linguistic minority. This study explores the sense relations of the word deaf through a consideration of (a) quantitative data from a questionnaire study, (b) interviews and correspondence with academics in the field of deaf studies. The paper aims to demonstrate how the concept of the term deaf has changed and proposes that the cultural definition of deafness, Deaf (with capital ‘D’), representing a culture and linguistic minority rather than a disability (in essence Deafhood), needs to be included in the dictionary. This addition would serve to ameliorate the word deaf and provide a permanent, mainstream reminder of the positive sense relations of the word d/Deaf. For the purpose of this article, d/Deaf refers to both audiologically and culturally deaf people. Pejorisation is the process in which over time a word acquires negative meaning and amelioration is a process in which a word regains a positive meaning. Keywords: Pejoration, Amelioration, d/Deaf, H/hearing, Deafhood, Social Model, Medical Model, Cultro-linguistic model. Introduction In Milan in 1880, at the International Congress on Education of the Deaf, a pivotal decision was made to introduce an oral education system, in which signing was forbidden. This resulted in a negative semantic prosody of the word deaf, oppressing d/Deaf people and their freedom to communicate with sign language.
    [Show full text]
  • Eugenomics: Eugenics and Ethics in the 21 Century
    Genomics, Society and Policy 2006, Vol.2, No.2, pp.28-49 Eugenomics: Eugenics and Ethics in the 21st Century JULIE M. AULTMAN Abstract With a shift from genetics to genomics, the study of organisms in terms of their full DNA sequences, the resurgence of eugenics has taken on a new form. Following from this new form of eugenics, which I have termed “eugenomics”, is a host of ethical and social dilemmas containing elements patterned from controversies over the eugenics movement throughout the 20th century. This paper identifies these ethical and social dilemmas, drawing upon an examination of why eugenics of the 20th century was morally wrong. Though many eugenic programs of the early 20th century remain in the dark corners of our history and law books and scientific journals, not all of these programs have been, nor should be, forgotten. My aim is not to remind us of the social and ethical abuses from past eugenics programs, but to draw similarities and dissimilarities from what we commonly know of the past and identify areas where genomics may be eugenically beneficial and harmful to our global community. I show that our ethical and social concerns are not taken as seriously as they should be by the scientific community, political and legal communities, and by the international public; as eugenomics is quickly gaining control over our genetic futures, ethics, I argue, is lagging behind and going considerably unnoticed. In showing why ethics is lagging behind I propose a framework that can provide us with a better understanding of genomics with respect to our pluralistic, global values.
    [Show full text]
  • NASP Position Statement on Early Childhood Assessment
    NASP Position Statement on Early Childhood Assessment The National Association of School Psychologists believes that early identification of developmental and learning problems in preschool and primary grade children is essential because of children’s broad and rapid development. Intervention services for these children’s psychological and developmental difficulties are essential, beneficial, and cost- effective. Because the accurate and fair identification of the developmental needs of young children is critical to the design, implementation, and success of appropriate interventions school psychologists must play a key role. Evidence from research and practice in early childhood assessment indicates that issues of technical adequacy are more difficult to address with young children who have short attention spans and go through periods of variable, rapid development. Therefore, standardized assessment procedures should be used with great caution in educational decision-making because such tools are inherently less accurate and less predictive when used with young children. Multidisciplinary team assessments must include multiple sources of information, multiple approaches to assessment, and multiple settings in order to yield a comprehensive understanding of children’s skills and needs. Therefore, assessments should center on the child in the family system and home environment, both substantial influences on the development of young children. Similarly, families’ self-identified needs should drive the decision-making process concerning the identification of child and family services. Because categorical identification of infants, toddlers, and young children is ineffective in meeting the special needs of young children, assessment of infants and young children requires specialized training and skills beyond those required for the assessment of older children.
    [Show full text]
  • Honors Fellows - Spring 2019
    Honors Fellows - Spring 2019 Maya Aboutanos (Dr. Katherine Johnson) Public Health Investigating the Relationship between Spirituality and Health: A Case Study on a Holistic Health Care Facility in North Carolina’s Piedmont Region Betsy Albritton (Dr. Christopher Leupold) Psychology Construction of an Assessment Center for Entry-Level Professionals Serena Archer (Dr. Tony Weaver) Sport Management A Qualitative Analysis of the Intersectional Socialization of NCCAA Division I Student-Athletes Across Diverse Identities Jenna Bayer (Dr. Brian Lyons) Human Resource Reexamining the Demand for Human Resource Certification in Management/Marketing the United States Judah Brown (Dr. Brandon Sheridan) Economics The Impact of National Anthem Protests on National Football League Television Ratings Anna Cosentino (Dr. Derek Lackaff) Media Analytics Using Geolocated Twitter Sentiment to Advise Municipal Decision Making Michael Dryzer (Dr. Scott Wolter) Biophysics Sustainable Sanitation in the Developing World: Deactivating Parasitic Worm Eggs in Wastewater using Electroporation Natalie Falcara (Dr. Christopher Harris) Finance The Financial Valuation of Collegiate Athletics: How Does a Successful Season and Gender of the Sport Impact Financial Donations? Josh Ferno (Dr. Jason Husser) Policy Studies/Sociology What Drives Support for Self-Driving Cars? Evidence from a Survey-Based Experiment Honors Fellows - Spring 2019 Jennifer Finkelstein (Dr. Buffie Longmire-Avital) Public Health/Psychology She Does Not Want Me to Be Like Her: Eating Pathology Risk in Black Collegiate Women and the Role of Maternal Communication Becca Foley (Dr. Barbara Gaither) Strategic Communications/ Exploring Alignment between Stated Corporate Values and Spanish Corporate Advocacy on Environmental and Social Issues Joel Green (Dr. Ariela Marcus-Sells) Religious Studies From American Apocalypse to American Medina: Black Muslim Theological Responses to Racial Injustice in the United States Selina Guevara (Dr.
    [Show full text]
  • Eugenics, Biopolitics, and the Challenge of the Techno-Human Condition
    Nathan VAN CAMP Redesigning Life The emerging development of genetic enhancement technologies has recently become the focus of a public and philosophical debate between proponents and opponents of a liberal eugenics – that is, the use of Eugenics, Biopolitics, and the Challenge these technologies without any overall direction or governmental control. Inspired by Foucault’s, Agamben’s of the Techno-Human Condition and Esposito’s writings about biopower and biopolitics, Life Redesigning the author sees both positions as equally problematic, as both presuppose the existence of a stable, autonomous subject capable of making decisions concerning the future of human nature, while in the age of genetic technology the nature of this subjectivity shall be less an origin than an effect of such decisions. Bringing together a biopolitical critique of the way this controversial issue has been dealt with in liberal moral and political philosophy with a philosophical analysis of the nature of and the relation between life, politics, and technology, the author sets out to outline the contours of a more responsible engagement with genetic technologies based on the idea that technology is an intrinsic condition of humanity. Nathan VAN CAMP Nathan VAN Philosophy Philosophy Nathan Van Camp is postdoctoral researcher at the University of Antwerp, Belgium. He focuses on continental philosophy, political theory, biopolitics, and critical theory. & Politics ISBN 978-2-87574-281-0 Philosophie & Politique 27 www.peterlang.com P.I.E. Peter Lang Nathan VAN CAMP Redesigning Life The emerging development of genetic enhancement technologies has recently become the focus of a public and philosophical debate between proponents and opponents of a liberal eugenics – that is, the use of Eugenics, Biopolitics, and the Challenge these technologies without any overall direction or governmental control.
    [Show full text]
  • Predictors of Depressive Symptoms in Persons with Deafness and Hearing Loss Jill Friedman, M.S
    Predictors of Depression 1 PREDICTORS OF DEPRESSIVE SYMPTOMS IN PERSONS WITH DEAFNESS AND HEARING LOSS A Thesis Submitted to the Faculty of Drexel University by Jill Friedman In partial fulfillment of the Requirements for the degree of Doctor of Philosophy Drexel University April 2008 Predictors of Depression 2 ABSTRACT Predictors of Depressive Symptoms in Persons with Deafness and Hearing Loss Jill Friedman, M.S. Arthur M. Nezu, Ph.D., ABPP To date, there are very few studies that that have assessed predictors of depression in persons with deafness and hearing loss. The present study addressed this fundamental gap in the literature by predicting depressive symptoms with the following two constructs: loneliness and problem-solving coping. Just as loneliness and problem solving are thought to be important in predicting depressive symptoms in the hearing, it was hypothesized that these constructs would also be important predictors of depressive symptoms in the deaf and hard-of-hearing. The literature, while inconsistent, suggests that objective severity of one’s disability, speech discrimination, and the number of years one is deaf or hard-of-hearing, is related to psychopathology. This study included these factors as covariates. One hundred and twenty six women from the Drexel University Department of Otolaryngology completed a series of self-report questionnaires. The results indicated that loneliness was a significant, positive predictor of depressive symptoms. Additionally, the results indicated that problem solving was a significant, inverse predictor of depressive symptoms. A series of correlations designed to deconstruct the relationship between problem-solving and depression revealed a significant relationship between depressive symptoms and negative problem orientation, impulsiveness/carelessness style, and avoidance style.
    [Show full text]
  • Deaf, Diverse, and Distinct Enhancing Diversity at Gallaudet University Through Strategic Change: Implications for Higher Education
    Deaf, Diverse, and Distinct Enhancing Diversity at Gallaudet University Through Strategic Change: Implications for Higher Education I. King Jordan, Ph.D. President's and Provost's Diversity Lecture and Cultural Arts Series Ohio State University Columbus, Ohio January 26, 2006 Good afternoon. First, I want to thank President Holbrook and Provost Snyder for inviting me to speak as part of this year's Diversity Lecture and Cultural Arts Series. I am deeply honored to be included among the distinguished men and women who have given addresses during this wonderful series. It is a great pleasure to be here. I am also pleased to be here because I know that Ohio State University has long recognized disability as an aspect of human diversity. While preparing my presentation, I visited OSU's diversity website and saw that the link to disability identifies the intent "to remove physical and attitudinal barriers." I also found on the ADA coordinator's site that "…the office was created to guide the university's efforts to move beyond compliance and toward seamless access." These proactive commitments fit perfectly with what I will talk about this afternoon. I have chosen five themes as the focus of my remarks: 1. Disability from a diversity perspective 2. Diversity within the deaf community 3. The intersection of disability and other areas of diversity 4. Strategic change as the key to enhancing diversity-and the unique challenges involved in achieving this change 5. Gallaudet as a "case study" - how we are addressing these four areas, progress made, work remaining to be done, and thoughts about implications for higher education and for our nation Most of you know that throughout our history, people with disabilities have been viewed primarily from the perspective of their limitations-what they…or we… cannot do.
    [Show full text]
  • 1 Vita Joseph J. Glutting
    VITA JOSEPH J. GLUTTING ADDRESSES: Business: Home: University of Delaware 23 Folwell Lane School of Education Mullica Hill, NJ 08062 Willard Hall Education Building (856) 478-2311 Newark, Delaware 19716 (302) 831-1636 email: [email protected] EDUCATION University of Pennsylvania, Philadelphia, PA. Faculty of Arts and Science, Ph.D. in APA dual approved program for Clinical Child and School Psychology, 1985. Indiana University, Bloomington, IN. School of Education, M.S. + 30 hrs. in School Psychology, 1978. Tarkio College, Tarkio, MO. B.A., Psychology major, 1976. PROFESSIONAL POSITIONS Professor – Evaluation, Measurement, Statistics and School Psychology (1997-present). School of Education, University of Delaware, Newark, DE. Instructor of graduate-level courses in statistics, research design, educational measurement, intelligence testing, child and adolescent personality assessment; responsible for supervising doctoral students in Evaluation, Measurement, and Statistics (EMS) and Masters + 30 students in school psychology. Member – Center of Health Outcomes, Rehabilitation, and Translation (CoHORT). The center has received support from the Accelerating Clinical and Translational Research grant, BADER Consortium, as well as internal support from the College of Health Sciences and Provost at the University of Delaware. While CoHORT is currently centered in the College of Health Sciences at UD, there are goals to fully integrate with other Colleges at the University. The center also is developing close ties with other Institutions within the Delaware Health Sciences Alliance and have collaborated on two large grant submissions with researchers at Thomas Jefferson and Nemours. Statistical consultant (2006-2011). College of Health Professions, Temple University. Counsel to all faculty and graduate students in the College on research methodology, experimental design, statistics, and measurement.
    [Show full text]
  • A Study in American Jewish Leadership
    Cohen: Jacob H Schiff page i Jacob H. Schiff Cohen: Jacob H Schiff page ii blank DES: frontis is eps from PDF file and at 74% to fit print area. Cohen: Jacob H Schiff page iii Jacob H. Schiff A Study in American Jewish Leadership Naomi W. Cohen Published with the support of the Jewish Theological Seminary of America and the American Jewish Committee Brandeis University Press Published by University Press of New England Hanover and London Cohen: Jacob H Schiff page iv Brandeis University Press Published by University Press of New England, Hanover, NH 03755 © 1999 by Brandeis University Press All rights reserved Printed in the United States of America 54321 UNIVERSITY PRESS OF NEW ENGLAND publishes books under its own imprint and is the publisher for Brandeis University Press, Dartmouth College, Middlebury College Press, University of New Hampshire, Tufts University, and Wesleyan University Press. library of congress cataloging-in-publication data Cohen, Naomi Wiener Jacob H. Schiff : a study in American Jewish leadership / by Naomi W. Cohen. p. cm. — (Brandeis series in American Jewish history, culture, and life) Includes bibliographical references and index. isbn 0-87451-948-9 (cl. : alk. paper) 1. Schiff, Jacob H. (Jacob Henry), 1847-1920. 2. Jews—United States Biography. 3. Jewish capitalists and financiers—United States—Biography. 4. Philanthropists—United States Biography. 5. Jews—United States—Politics and government. 6. United States Biography. I. Title. II. Series. e184.37.s37c64 1999 332'.092—dc21 [B] 99–30392 frontispiece Image of Jacob Henry Schiff. American Jewish Historical Society, Waltham, Massachusetts, and New York, New York.
    [Show full text]