The Encounter with America
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Awards & Honors
MAGAZINE AWARDS & HONORS 2013 National Magazine Awards Winner, Fiction “Batman and Robin Have an Altercation” by Stephen King (September 2012) Finalist, Fiction “Train” by Alice Munro (April 2012) Finalist, Reporting “All Politics Is Local: Election Night in Peru’s Largest Prison” by Daniel Alarcón (February 2012) Finalist, Feature Photography “The Water of My Land” by Samuel James (September 2012) Overseas Press Club Award “The Water of My Land” by Samuel James (September 2012) Deadline Club Awards Finalist, Feature Reporting “Starving Your Way to Vigor” by Steve Hendricks (March 2012) Finalist, Environmental Reporting “Broken Heartland” by Wil S Hylton (July 2012) Best American Science and Nature “The Last Distinction” by Benjamin Hale (August 2012) Best American Essays “Breeds of America” by William Melvin Kelley (August 2012) 2012 National Magazine Awards Winner, News and Documentary Photography “Juvenile Injustice” by Richard Ross (October, 2011) Finalist, News and Documentary Photography “Uncertain Exodus” by Ed Ou (July, 2011) Finalist, Public Interest “Tiny Little Laws” by Kathy Dobie (February, 2011) Pen Center Literary Awards Winner, Journalism “Drip, Jordan” by Ben Ehrenreich (December, 2011) Deadline Club Awards Winner, Minority Focus “Tiny Little Laws” by Kathy Dobie (February, 2011) Finalist, Business Feature “Pennies from Heaven” by Chris Lehmann (October, 2011) Finalist, Opinion Writing “Easy Chair” Column by Thomas Frank Finalist, Feature Photo “Juvenile Injustice” by Richard Ross (October, 2011) Best American Short Stories -
Marching Through '64
MARCHING THROUGH '64 David J. Garrow Wilson Quarterly Spring 1998, Volume 22, pp. 98-101. Section: Current Books PILLAR OF FIRE: America in the King Years, 1963-65. By Taylor Branch. Simon & Schuster. 746 pp. $30 Pillar of Fire is the second volume of Taylor Branch's projected threevolume history of the American black freedom struggle during the 1950s and 1960s. Ten years ago, Branch published his first volume, Parting the Waters, a richly detailed account of the civil rights movement that covered the years 1954-63 in 922 pages of text. Ending with the aftermath of John F. Kennedy's November 22 assassination, Parting the Waters was intended to be the first of two volumes that would carry the story forward until Martin Luther King, Jr.'s assassination on April 4, 1968. But Branch changed plans, expanding his history from two volumes to three. Pillar of Fire covers the movement's history from December 1963 until February 1965 in 613 pages of text. Or, to be more precise, about 419 pages of text, for the first 194 pages are devoted to recapitulating much of the 1962-63 history that the author comprehensively treated in Parting the Waters. Should Pillar of Fire be evaluated by itself, or should it be assessed in tandem with Parting the Waters? As King often said, most "either-or" questions-this one included-are best answered with "bothand" responses. Comparing Pillar with Parting raises two questions: why devote almost one-third of Pillar to a reprise of Parting, and why allocate 400-plus pages to essentially just 1964, when all of 1954 through 1963 merited "only" 900? In the author's defense, his readers- whether or not they read Parting the Waters a decade ago-deserve some recapitulation, and 1963 and 1964 almost inarguably were the crucial years of the civil rights movement. -
A S R F 2007 ASA PRESIDENTIAL ADDRESS Frances Fox Piven Can
3285 ASR 1/7/08 10:32 AM Page 1 A Washington, DC 20005-4701 Washington, Suite 700 NW, Avenue York 1307 New (ISSN 0003-1224) American Sociological Review MERICAN S Sociology of Education OCIOLOGICAL A Journal of the American Sociological Association Edited by Barbara Schneider Michigan State University Quarterly, ISSN 0038-0407 R EVIEW SociologyofEducationpublishes papers advancing sociological knowledge about education in its various forms. Among the many issues considered in the journal are the nature and determinants of educational expansion; the relationship VOLUME 73 • NUMBER 1 • FEBRUARY 2008 between education and social mobility in contemporary OFFICIAL JOURNAL OF THE AMERICAN SOCIOLOGICAL ASSOCIATION society; and the implications of diverse ways of organizing schools and schooling for teaching, learning, and human 2007 ASA PRESIDENTIAL ADDRESS development. The journal invites papers that draw on a wide range of methodological approaches that can contribute to a Frances Fox Piven F EBRUARY Can Power from Below Change the World? sociological understanding of these and other educational phenomena. Print subscriptions to ASA journals include online access to the current year’s issues MARGINALIZATION IN GLOBAL CONTEXT at no additional charge through Ingenta,the leading provider of online publishing 2008 V Eileen M. Otis services to academic and professional publishers. Labor and Gender Organization in China Christopher A. Bail 2008 Subscription Rates Symbolic Boundaries in 21 European Countries ASA Members $40 • Student Members $25 • Institutions (print/online) $185, (online only) $170 (Add $20 for subscriptions outside the U.S. or Canada) RELIGION IN SOCIAL LIFE Individual subscribers are required to be ASA members. To join ASA and subscribe at discounted member rates, see www.asanet.org D. -
Cancer Memoirs As Narrative Strategy: Are Our Stories As Valuable As Our Breasts? by Natshwa Khan
_________________________________________________________________________ ACADEMIC | FALL 2016 Cancer Memoirs as Narrative Strategy: Are Our Stories as Valuable as Our Breasts? By Natshwa Khan Introduction Gender is widely accepted as socially constructed, however as a society with certain prevalent public attitudes, no individual lives in a vacuum. As a result, gendered identities intersect with how people experience illness. The very gendered connotations of breast cancer are immersed in dominant discourse of pinkwashing of the illness. The harmful nature of homogenizing experiences of breast cancer is exposed through examining the intersection of identity and illness. The way women experience breast cancer is shaped by the social and political environment which constructs the meaning of the illness for women beyond the biomedical diagnosis. This paper will explore female identity at the intersection of cancer. This is not to exclude gender nonconforming individuals or men, nor is it to paint the experience of breast cancer as identical for all women as experiences of race, class, education and ability also impact identity. However, women who experience breast cancer face a very particular form of subjugation that forces them to perform illness narratives in a specific way when diagnosed with breast cancer. Janet Lee (1997) highlighted this writing “...women do experience gender in an embodied way: they live in and through their bodies that are marked and framed through discourses and practices of society.” The hypersexuality of women’s breasts is foundational to understanding the universal toll breast cancer plays on women and their respective identities (Sheppard & Ely, 2008). This paper will firstly outline how breast cancer can be debilitating to a female identity, and how breast cancer and its gendered nature forces women to feel stripped of womanhood; and then will examine narrative and counter-storytelling as a reclamation strategy, and highlight the proliferation of varied breast cancer memoirs and their importance. -
HES Book of Abstracts
45th Annual Meetings of the History of Economics Society Book of Abstracts Loyola University Chicago Chicago, Illinois June 14 - 17, 2018 1 Abstracts of Papers to be Presented at the 2018 History of Economics Society Annual Conference Loyola University Chicago, Chicago, Illinois June 14 - 17, 2018 TABLE OF CONTENTS Friday, June 15 FRI Plenary Session: Douglas Irwin, "The Rise and Fall of Import Substitution" .................. 3 FRI1A Session: “Smith and his Intellectual Milleu (IASS)” .............................................................. 3 FRI1B Session: “Remembering Craufurd Goodwin” .......................................................................... 5 FRI1C Session: “American Political Economy” ..................................................................................... 5 FRI1D Session: “Constitutional Economics” .......................................................................................... 7 FRI1E Session: “European Issues" ............................................................................................................. 9 FRI1F Session: “Biology” .............................................................................................................................11 FRI2A Session: “Smith and his Contemporary Issues (IASS)” ......................................................14 FRI2B Session: “Archival Round Table” ................................................................................................15 FRI2C Session: “French Economics in the Long 19th Century” ...................................................16 -
English 11 Honors Summer Reading 2020
English 11 Honors Summer Reading 2020 Note to Parents At Pittsgrove, we believe that reading is a cornerstone to academic success; it expands the imagination, enhances vocabulary, and introduces students to new and exciting ideas. One of our district’s primary goals is to develop lifelong readers and learners. Summer reading is an opportunity for students to practice the comprehension, analytical, and note-taking skills learned throughout the year while reading thought-provoking and enjoyable books. Summer Reading Directions Over the summer, students who will take 11th grade Honors English during the 2020-2021 school year must read at least TWO texts: one required text for their grade level (under “Required Reading #1”) and one text from the “Required Reading #2” list for their grade level. Please note that students registered for CP or AP level English must complete the summer reading assignment for the specific course. While reading and taking notes, students should keep the 11th grade theme of the American Dream and the guiding questions in mind (refer to the “Note-Taking Directions” chart for additional details). Students will be expected to write and speak about both texts in September or February. Regardless of the semester class is held, all English 11 Honors summer assignments are to be uploaded to Google Classroom by September 1, 2020, by 11:59 PM. REQUIRED READING #1: Students must read the following core text: Nickel and Dimed: On (Not) Getting By in America by Barbara Ehrenreich: Millions of Americans work full time, year round, for poverty-level wages. In 1998, Barbara Ehrenreich decided to join them. -
108 Left History 6.1 Edward Alexander, Irving Howe
108 Left History 6.1 Edward Alexander, Irving Howe -Socialist, Critic,Jew (Bloomington: Indiana University Press 1998). "A foolish consistency is the hobgoblin of little minds ..." -Emerson It is interesting to speculate on how Irving Howe, student of Emerson, would have responded to this non-biographic, not-quite-intellectual-historical survey of his career. For it is a study that keeps demanding an impossible consistency from a life ever responding to changing intellectual currents. And the responses come from first a very young, then a middle-aged, and eventually an older, concededly wiser writer. Alexander's title promises four themes, but develops only three. We have socialist, critic, Jew; we don't have the man, Irving Howe. In place of a thesis, Alexander offers strong opinions: praise of Howe for letting the critic in him eventually moderate the socialism and the secular Jewishness, but scorn for his remaining a socialist and for never becoming, albeit Jewish, a practicing Jew. If Howe could have responded at all, it would, of course, have been in a dissent. Yet he might have smiled at Alexander's attempts to come to tenns with one infuriating consistency: Howe's passion for whatever he thought and whatever he did, even when he was veering 180 degrees from a previous passion. Mostly, the book is a seriatim treatment of Howe's writings, from his fiery youthful Trotskyite pieces to his late conservative attacks on joyless literary theorists. Alexander summarizes each essay or book in order of appearance, compares its stance to that of its predecessors or successors, and judges them against an implicit set of unchanging values of his own, roughly identifiable to a reader as the later political and religious positions of Commentary magazine. -
Government? Experimental Evidence Demonstrates That Americans Want Workplace Democracy*
What Do Americans Want From (Private) Government? Experimental Evidence Demonstrates that Americans Want Workplace Democracy* Soumyajit Mazumder† Alan Yan ‡ Date last updated: August 19, 2020 Much of the American labor force spends time in “private governments” over which they have little say during and beyond the work day. Do Americans prefer to work for businesses that look more like democracies or autocracies? We study this question using conjoint experimental techniques on a nationally representative sample of Americans. This design allows us to vary a large number of features of the workplace–especially their governance structures and the degree to which these structures allow for meaningful democratic decision-making. We hypothesize that workers should have a preference for democratic corporate governance structures such as employee ownership, co-determination, and the direct election of management. We find strong support that Americans have a preference for workplace democratization and that the magni- tude is economically significant. Overall, this article marshals new data and analyses to better understand public preferences over “corporate regime type.” *Any views expressed are those of the authors and not those of the authors’ employers. We would like to thank Alex Hertel-Fernandez for helpful comments and discussions on early stages of the project. We also thank Eric Schickler, Paul Frymer, Jane Gingrich, Chris Havasy, Jaclyn Kaslovsky and participants of the summer workshop in American Political Economy for helpful advice and feedback. We also would like to thank John Ray and YouGov for assistance in fielding this study. We would like to thank the Harvard Digital Laboratory for Social Sciences for fielding a pilot study. -
A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement
Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 12-1994 A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement Michelle Margaret Viera Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the United States History Commons Recommended Citation Viera, Michelle Margaret, "A Summary of the Contributions of Four Key African American Female Figures of the Civil Rights Movement" (1994). Master's Theses. 3834. https://scholarworks.wmich.edu/masters_theses/3834 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. A SUMMARY OF THE CONTRIBUTIONS OF FOUR KEY AFRICAN AMERICAN FEMALE FIGURES OF THE CIVIL RIGHTS MOVEMENT by Michelle Margaret Viera A Thesis Submitted to the Faculty of The Graduate College in partial fulfillment of the requirements for the Degree of Master of Arts Department of History Western Michigan University Kalamazoo, Michigan December 1994 ACKNOWLEDGEMENTS My appreciation is extended to several special people; without their support this thesis could not have become a reality. First, I am most grateful to Dr. Henry Davis, chair of my thesis committee, for his encouragement and sus tained interest in my scholarship. Second, I would like to thank the other members of the committee, Dr. Benjamin Wilson and Dr. Bruce Haight, profes sors at Western Michigan University. I am deeply indebted to Alice Lamar, who spent tireless hours editing and re-typing to ensure this project was completed. -
History 600: Public Intellectuals in the US Prof. Ratner-Rosenhagen Office
Hannah Arendt W.E.B. DuBois Noam Chomsky History 600: Public Intellectuals in the U.S. Prof. Ratner-Rosenhagen Lecturer: Ronit Stahl Class Meetings: Office: Mosse Hum. 4112 Office: Mosse Hum. 4112 M 11 a.m.-1 p.m. email: [email protected] email: [email protected] Room: Mosse Hum. 5257 Prof. RR’s Office Hours: R.S.’s Office Hours: T 3- M 9 a.m.-11a.m. 5 p.m. This course is designed for students interested in exploring the life of the mind in the twentieth-century United States. Specifically, we will examine the life of particular minds— intellectuals of different political, moral, and social persuasions and sensibilities, who have played prominent roles in American public life over the course of the last century. Despite the common conception of American culture as profoundly anti-intellectual, we will evaluate how professional thinkers and writers have indeed been forces in American society. Our aim is to investigate the contested meaning, role, and place of the intellectual in a democratic, capitalist culture. We will also examine the cultural conditions, academic and governmental institutions, and the media for the dissemination of ideas, which have both fostered and inhibited intellectual production and exchange. Roughly the first third of the semester will be devoted to reading studies in U.S. and comparative intellectual history, the sociology of knowledge, and critical social theory. In addition, students will explore the varieties of public intellectual life by becoming familiarized with a wide array of prominent American philosophers, political and social theorists, scientists, novelists, artists, and activists. -
Aspects of the Civil Rights Movement, 1946-1968: Lawyers, Law, and Legal and Social Change (CRM)
Aspects of The Civil Rights Movement, 1946-1968: Lawyers, Law, and Legal and Social Change (CRM) Syllabus Spring 2012 (N867 32187) Professor Florence Wagman Roisman Indiana University Robert H. McKinney School of Law Office Hours: Tuesdays and Wednesday – 11:00 a.m.- 12:00 p.m. Room 385 Roy Wilkins of the NAACP “reminded King that he owed his early fame to the NAACP lawsuit that had settled the Montgomery bus boycott, and he still taunted King for being young, naïve, and ineffectual, saying that King’s methods had not integrated a single classroom in Albany or Birmingham. ‘In fact, Martin, if you have desegregated anything by your efforts, kindly enlighten me.’ ‘Well,’ King replied, ‘I guess about the only thing I’ve desegregated so far is a few human hearts.’ King smiled too, and Wilkins nodded in a tribute to the nimble, Socratic reply. ‘Yes, I’m sure you have done that, and that’s important. So, keep on doing it. I’m sure it will help the cause in the long run.’” Taylor Branch, Parting the Waters: America in the King Years 1954-1963 (Simon and Schuster 1988), p. 849. Welcome to this course in the Civil Rights Movement (CRM). I adore this course, as has almost every student who’s taken it when I’ve taught it before. I have four goals for the course: to increase and make more sophisticated our understanding of what actually happened during the CRM, to consider the various roles played by lawyers and the law in promoting (and hindering) significant social change, to see what lessons the era of the CRM suggests for apparently similar problems we face today, and to promote consideration of ways in which each of us can contribute to humane social change. -
Frances Fox Piven Transcript Author: Sophia Ebernardt Video: 19536
Interviewee: Frances Fox Piven Transcript author: Sophia Ebernardt Video: 19536 [DH] [Inaudible] you met Howard as he went to BU, did you know him before? [FFP] No I had seen him speak at Columbia University, he came and spoke once,uh, during the - - or shortly after the building takeovers in 1968, so I had seen him speak and I knew who he was, but I didn't get to know him till I went to BU, and getting to know him was great, uh, I was very happy when I went to BU, because they seemed to be such lively people around. I had come from the Columbia University school [of] social work where there were not so many lively people, so, it was great, and I got to know him and I got to know Roz and all -- we would have supper together fairly often, and we were always planning things and doing things together. [00:01:00.957] Howard, Mary Levin and I are -- wrote an answer to Silber, this is shortly after I got there, it was published in, uh, BU News, I think, and, it was an answer to Silber's public statements that he wanted to make BU into and [aliet?] university, and we said "we don't want this to be an aliet university, uh, we want this to be a university in which ordinary people, uh, to which ordinary people come, come in large numbers, and, we don't necessarily want to glorify the academic traditions that are glorofied at places like Harvard or MIT, we wanna be critical and spirited," and, so, we three collaborated on that, uh, on that answer to Silber and that was really a few months after I got there and I think you can find that in the files, it must be there.