Slavery at the University of Virginia
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Pink Collar Work
September 2017 Pink collar work Gender and the Ohio workplace Lea Kayali Introduction Women are an essential part of the Ohio and national workforce. However, men consistently earn more than women. We call this wage disparity the gender pay gap. Improving jobs and compensation for women will boost our economy and provide more opportunity and security to women and their families. Husbands, sons and fathers depend on the salaries of women in their lives. Equal pay concerns all of us. Analysts cite several reasons for the gender wage gap. These include discrimination, differential compensation for jobs that have historically attracted men and women, occupational choice, level of labor force participation, and hours of work. This report provides an overview of the job market women face and considers these variables and the effect they have on the gap. Women in the workforce: An overview Women are a little less than half (48 percent) of Ohio’s workers.1 Men are more likely both to be in the labor force (68 percent) than women (57 percent) and to be employed (65 vs. 57 percent). Women comprise a far higher share of part-time workers than men do. It’s hard for families with children to send all adults into the workforce full time, so the lower-paid parent often works part time to manage more of the parenting. Figure 1 Ohio labor force statistics by gender, 2016 Source: EPI analysis of CPS Labor Force Data 1People are part of the workforce if they are working or are unemployed but actively seeking work. -
PROFESSOR of PRACTICE (Revised 9/18)
V-20 PROFESSOR OF PRACTICE (Revised 9/18) I. Definition Appointees in the Professor of Practice series are distinguished professionals, either practicing or retired. A few may have traditional academic backgrounds, but most do not. The working title of Professor of Practice helps promote the integration of academic scholarship with practical experience. Appointees provide faculty, undergraduate students, and graduate students with an understanding of the practical applications of a particular field of study. Professors of Practice teach courses, advise students, and collaborate in areas directly related to their expertise and experience. Appointment may be made as Professor of Practice or Visiting Professor of Practice. The underlying title of Adjunct Professor will be used for payroll purposes. II. Appointment and advancement criteria Evaluation of the candidate for appointment or advancement as Professor of Practice or Visiting Professor of Practice shall take into account the nature of the duties and responsibilities and shall adjust accordingly as to the emphasis placed on each of the following four criteria: 1. Professional competence and activity For appointments, departments must identify the candidate’s leadership in, and major contributions to, the field in question as well as document what credentials from practice he or she will bring to bear in teaching, research, and service. At the time of review, the department must demonstrate the appointee’s continued record of exemplary professional practice and leadership in the field. 2. Teaching contributions Professors of practice will design and teach undergraduate and graduate courses based on their expertise. Appointees are expected to teach primarily in professional programs at the graduate level. -
Slavery and Reparative Justice by Professor Sir Geoff Palmer British Slavery in the West Indies Was Chattel Slavery and Was Lega
Slavery and Reparative Justice by Professor Sir Geoff Palmer British slavery in the West Indies was Chattel Slavery and was legal. This slavery was supported by a Slave Trade which was abolished in 1807. One important aspect of the abolition of the slave trade was that the powerful Scottish politician Henry Dundas proposed successfully in Parliament in 1792 that this trading in slaves should be “gradually” abolished. This prolonged the Slave Trade for another 15 years during which time about 630,000 African people were transported into slavery. There were about 800,000 British Slaves in the West Indies when slavery was finally abolished in 1838. About 30% of the slave plantations in the British West Indies were owned by Scots. There is now significant evidence of Scotland’s involvement in this slavery. It is worth noting that documents such as the Jamaica Telephone Directory contain a significant number of Scottish surnames. Many place names in Jamaica are Scottish in origin and the flags of Jamaica and Scotland are of the same design. The year 2007 was the 200 th anniversary of the abolition of the Slave Trade. Since this date there has been a significant growth in interest in this slavery. Evidence seems to suggest that many Scottish people were not aware of the extent to which Scotland was involved in the practice of British slavery in the West Indies. It is this ‘public interest’ that has induced institutions to adopt a more serious approach to the study of Chattel Slavery. This extends from schools to universities to national and international organisations. -
Enslaved African Americans at the University of Virginia Walking Tour
ENSLAVED AFRICAN AMERICANS C arrs 3 Henry Martin H il ad at the University of Virginia l R Ro | 1 d Rugby UVA Walking Tour According to oral history, Henry Martin was born Rd N comb at Monticello on July 4, 1826—the day Jefferson n ew Lane Enslaved African Americans at the University N died. He was sold to the Carr family at on Jefferson’s estate sale in 1827 and until 1847 Un adis ive M t29B rsity The University of Virginia utilized the labor of enslaved Av remained enslaved at a property in Albemarle R enu Alderman LIbrary e / African Americans from the earliest days of its County. In 1847, the Carrs hired out Mr. Martin Rt 250B et St / UVA Chapel to Mrs. Dabney Carr, who ran a boarding m m construction in 1817 until the end of the American E house just north of the University. Until the Civil War. Most of the University’s first enslaved general emancipation in 1865, Martin hauled coal, delivered wood, 3 laborers were rented from local slave-owners and and worked as a domestic laborer at her boarding house. In freedom, P he took a job with the University as janitor and bell ringer, which he worked alongside whites and free blacks in all the wrote about in a letter to College Topics, a student publication that 4 Hotel A tasks associated with constructing the Academical asked to report on his life story. Martin routinely awoke at 4 a.m. to 5 tend to his responsibilities. It was Martin who rang the bell to spread M Rotunda Village. -
Criteria for Promotion to the Rank of Teaching Professor Teaching
Criteria for Promotion to the rank of Teaching Professor Teaching excellence beyond Senior Lecturer Since senior lecturers are required to stay current in their discipline and pedagogy, but not required to seek promotion to Teaching Professor, the evidence supporting promotion should go beyond the excellent teaching typically expected of a senior lecturer. To qualify as a Teaching Professor, the candidate must have a record of accomplishment that advances the teaching mission of Indiana University. The criteria for granting long-term contracts after a probationary period shall be analogous to the criteria for granting tenure, except that lecturers shall earn the right to a long-term contract on the basis of their excellence only in those responsibilities that may be assigned to them. Each school will establish procedures and specific criteria for review of individuals concerning the renewal of long-term contracts or their equivalent.1 Promotion to Senior Lecturer or higher is based on continued improvement in and demonstration of excellence in teaching or service, with at least satisfactory performance in the remaining area.2 The dossier should convincingly substantiate a case in accordance both with the criteria in the Indiana University Academic Handbook and with any approved unit promotion and tenure guidelines. Promotion to Teaching Professor is analogous to being promoted from Associate to Full Professor. While no specific distinctions are made between being promoted to Associate Professor, to Professor, to Senior Lecturer or to Teaching Professor, higher levels of promotion will expect greater demonstrated achievement— in merit and in impact. However, what indicates excellence—for example, in research for a person seeking promotion to associate professor—is quantitatively and qualitatively different from what is expected of a person seeking promotion to professor.3 Lecturers are academic appointees whose primary responsibility is teaching. -
The Trouble with the Creative Class
‘creative’ in the traditional sense – that is, who produce the art The trouble with the and music that attracts the creative class – are as poor as they Creative Class ever were. A recent Australia Council report (called Don’t give up your day job) says that very few artists in Australia earn high incomes and that most earn very low incomes. Half Australia’s Kate Shaw artists have a creative income of less than $7,300 a year You’ve probably come across the ‘uber-cool’ Richard Florida, (Throsby and Hollister 2003). Provision of what they’ve always American economics professor, and his ‘creative class’ thesis needed – cheap space to live and work – which can only be by now – it’s hard not to, with governments all over the world done systematically in a gentrifying city by government, will falling over themselves to pay his minimum US $10,000 support Melbourne’s claim to creative city status. speaking fee. Here’s an extract from his visit to Melbourne in The self-congratulatory claims made by the current State December 2004: Smith Street, Collingwood – diverse and pumping. Docklands – where’s the people?. Government are, really, largely unwarranted. Much of what Professor Florida: I think it’s obvious what you have done here Florida admired in his 2004 visit – Melbourne Docklands, the is truly amazing. vibrant mix of uses in the city, the cafés and bars – were He ranks cities throughout the world on the creativity index, • What’s going on: the vibrancy of street life, café culture, arts, delivered under the Kennett Government. -
Special Rapporteur on Extreme Poverty and Human Rights
Statement on Visit to the United Kingdom, by Professor Philip Alston, United Nations Special Rapporteur on extreme poverty and human rights London, 16 November 2018 Introduction The UK is the world’s fifth largest economy, it contains many areas of immense wealth, its capital is a leading centre of global finance, its entrepreneurs are innovative and agile, and despite the current political turmoil, it has a system of government that rightly remains the envy of much of the world. It thus seems patently unjust and contrary to British values that so many people are living in poverty. This is obvious to anyone who opens their eyes to see the immense growth in foodbanks and the queues waiting outside them, the people sleeping rough in the streets, the growth of homelessness, the sense of deep despair that leads even the Government to appoint a Minister for suicide prevention and civil society to report in depth on unheard of levels of loneliness and isolation. And local authorities, especially in England, which perform vital roles in providing a real social safety net have been gutted by a series of government policies. Libraries have closed in record numbers, community and youth centers have been shrunk and underfunded, public spaces and buildings including parks and recreation centers have been sold off. While the labour and housing markets provide the crucial backdrop, the focus of this report is on the contribution made by social security and related policies. The results? 14 million people, a fifth of the population, live in poverty. Four million of these are more than 50% below the poverty line,1 and 1.5 million are destitute, unable to afford basic essentials.2 The widely respected Institute for Fiscal Studies predicts a 7% rise in child poverty between 2015 and 2022, and various sources predict child poverty rates of as high as 40%.3 For almost one in every two children to be poor in twenty-first century Britain is not just a disgrace, but a social calamity and an economic disaster, all rolled into one. -
1 Understanding Historical Change: Rome HIST 1220.R21, Summer
Understanding Historical Change: Rome HIST 1220.R21, Summer 2016 Adjunct Professor Matthew Keil, PhD TWR 9:00 AM – 12:00 PM Dealy Hall 202, Rose Hill Email: [email protected] [email protected] (preferred) Web: MagisterKeil.com Office Hours by appointment in Faculty Memorial Hall , 428D Course Overview and Scope Within the ever-fractious saga of European history, ancient Rome looms unchallenged as the continent’s greatest period of unity and stability. At its zenith in the second century AD, the Roman Empire stretched from Hadrian’s Wall in Northern England to the Euphrates River in Syria, and from the Black Sea in the East to the Atlantic Ocean in the West. So tremendous in fact was the achievement of Rome in creating and sustaining this enormous empire that the very notion of Rome has left an indelible mark on all subsequent nations which are bearers of Western civilization. European rulers as far apart in time as Charlemagne, Napoleon, and Hitler have all consciously sought to position their respective dominions in relation to the Roman exemplar, and indeed the historical precedent for this positioning was first laid by the immediate successors to Rome's empire, the "barbarian" tribes who laid it waste, yet who nevertheless often called themselves Romans; after them, and for most of its subsequent history, Europe has seen some form of the Holy Roman Empire. It was not just in Europe, however, but also on the continents of Africa and Asia that Roman subjects swore their obedience to a single political system, acquiesced to the jurisprudence of a single law-code, and sought entrance into a single, distinct cultural community, despite their own often deep linguistic, religious, and regional diversity. -
Walking Tour: Enslaved African Americans at the University of Virginia
ENSLAVED AFRICAN AMERICANS C ar rs 3 Henry Martin H d il a at the University of Virginia l R o R d y b 1 g u R According to oral history, Henry Martin was born UVA Walking Tour d N e b R n n m a co at Monticello on July 4, 1826—the day Jefferson ew L Enslaved African Americans at the University N n o s died. He was sold to the Carr family at i r d a B U Jefferson’s estate sale in 1827 and until 1847 9 ni M 2 ve t rsit The University of Virginia utilized the labor of enslaved R y A remained enslaved at a property in Albemarle / ve n t u e S Alderman LIbrary / R County. In 1847, the Carrs hired out Mr. Martin t African Americans from the earliest days of its t 25 e 0B u UVA Chapel to Mrs. Dabney Carr, who ran a boarding m m construction in 1817 until the end of the American E house just north of the University. Until the Civil War. Most of the university’s first enslaved general emancipation in 1865, Martin hauled coal, delivered wood, 3 and worked as a domestic laborer at her boarding house. In freedom, o laborers were rented from local slave-owners and P he took a job with the University as janitor and bell ringer, which he worked alongside whites and free blacks in all the wrote about in a letter to College Topics, a student publication that 4 Hotel A T tasks associated with constructing the Academical asked to report on his life story. -
Uvalibrary #Annualreport #2018
THE UNIVERSITY OF VIRGINIA LIBRARY 2018 ANNUAL REPORT ANNUAL 2018 THE UNIVERSITY OF VIRGINIA LIBRARY #UVALibrary #AnnualReport #2018 University of Virginia Library PO Box 400109 Charlottesville, VA 22904 www.library.virginia.edu The Library is the foundation on which the University of Virginia built a transformative educational community. We partner in learning and collaborate in discovery by creating inclusive and sustainable collections, services, spaces, and infrastructure. UVA LIBRARY ANNUAL REPORT FY18 TABLE OF CONTENTS 04 FROM THE UNIVERSITY LIBRARIAN 06 REIMAGINING ALDERMAN 10 IVY STACKS 12 THE STANLEY & LUCIE WEINSTEIN COLLECTION 14 APERIO 16 ARCHIVING THE EVENTS OF AUGUST 11 & 12, 2017 18 RETHINKING THE “BIG DEAL” 20 THE UNIVERSITY OF VIRGINIA IN 100 OBJECTS 22 MAKING NOISE IN THE MUSIC LIBRARY 24 THE OLIPHANT ARCHIVE 26 SOCIAL NETWORKS AND ARCHIVAL CONTEXT 28 INCLUSION, DIVERSITY, EQUITY, & ACCESSIBILITY 30 3D CULTURAL HERITAGE INFORMATICS 32 THE SNEAK REVIEWS DVD COLLECTION 34 COURSE ENRICHMENT GRANTS 36 STAFF, STATISTICS, & SUPPORT Rendering of a proposed study courtyard in the renovated Alderman Library. (HBRA Architects with Clark Nexsen) 2 3 A MESSAGE OF GRATITUDE FROM THE UNIVERSITY LIBRARIAN The University of Virginia Library has seen a lot of change over the last year. During 2018, we completed the hiring of a new Senior Leadership team, which now includes Brenda Gunn, Associate University Librarian (AUL) for Special Collections and Preservation; Dennis Clark, AUL for Research, Learning, and Spaces; Carmelita Pickett, AUL for Scholarly Resources and Content Strategy; Robin Mitchell, Executive Director for Advancement; Stan Gunn, Executive Director for Information Technology; Donna Tolson, Associate Dean for Administration; and Carla Lee, Deputy University Librarian. -
Slaves at the University of Virginia
Gayle M. Schulman, an avocational local historian, conducted this research during the early months of 2003 and presented it to the African American Genealogy Group of Charlottesville/ Albemarle in May of that year. Her interest in this topic grew from her research on Isabella Gibbons (a teacher who spent part of her life as a slave on the grounds of the University of Virginia) and the community in which she lived. This essay is an overview of the information collected from vital statistics, census data, church records, University of Virginia Archives, and faculty manuscripts. A more extensive research project on the same topic is currently being conducted by Catherine Neale, a student at the University of Virginia. [2005] Slaves at the University of Virginia Gayle M. Schulman1 There is no sign of the vegetable garden, hen house, well, or the outbuildings once on the land. The rear of the three-storied house, glimpsed through the trees, is partially masked by boxwoods. On the lower level of the garden one passes an English Gothic pinnacle to find steps up to a gate through a serpentine wall into an upper garden; there one can see the home’s second story door with a handsome transom window like half of a daisy, or perhaps a fine piece of oriental embroidery. Tucked beneath the steep stairways to this grand back entry is a solid door leading into the cellar. The oldest part of this cellar is divided by a central chimney that is flanked by two rooms on one side and a larger room, the original kitchen, on 2 the other. -
“We Have Lived & Loved As Brothers”: Male Friendship at the University of Virginia 1825- 1861 Josh Morrison Masters'
“We Have Lived & Loved as Brothers”: Male Friendship at the University of Virginia 1825- 1861 Josh Morrison Masters’ Thesis April 25, 2017 Introduction & Historiography ....................................................................................................... 2 Part I: The Students and their University ....................................................................................... 8 Part II: Autograph Albums: A Language of Friendship .................................................................. 23 Part III: What Does Honor Have to Do with It? Explaining Violence & Friendship ....................... 40 Conclusion: Friendship & War ...................................................................................................... 48 1 INTRODUCTION & HISTORIOGRAPHY During the late antebellum period, the University of Virginia was widely regarded as the premier institution of Southern learning. Its student body was composed almost exclusively of the favored sons of the richest and most influential men of the region. As such, Jefferson’s University served not only as a mirror reflecting elite Southern culture but as an active agent of its ideological, and social development. Its first years saw a litany of violent outbursts that drew much comment at the time and indeed much focus even today. While Thomas Jefferson and the early professors did their best to get the institution off the ground, a casual observer could be excused for thinking that many of its students were just as fervently trying to tear it down brick