H-Diplo ESSAY 233
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Hoover Digest
HOOVER DIGEST RESEARCH + OPINION ON PUBLIC POLICY SPRING 2019 NO. 2 THE HOOVER INSTITUTION • STANFORD UNIVERSITY The Hoover Institution on War, Revolution and Peace was established at Stanford University in 1919 by Herbert Hoover, a member of Stanford’s pioneer graduating class of 1895 and the thirty-first president of the United States. Created as a library and repository of documents, the Institution approaches its centennial with a dual identity: an active public policy research center and an internationally recognized library and archives. The Institution’s overarching goals are to: » Understand the causes and consequences of economic, political, and social change » Analyze the effects of government actions and public policies » Use reasoned argument and intellectual rigor to generate ideas that nurture the formation of public policy and benefit society Herbert Hoover’s 1959 statement to the Board of Trustees of Stanford University continues to guide and define the Institution’s mission in the twenty-first century: This Institution supports the Constitution of the United States, its Bill of Rights, and its method of representative government. Both our social and economic sys- tems are based on private enterprise, from which springs initiative and ingenuity. Ours is a system where the Federal Government should undertake no govern- mental, social, or economic action, except where local government, or the people, cannot undertake it for themselves. The overall mission of this Institution is, from its records, to recall the voice of experience against the making of war, and by the study of these records and their publication to recall man’s endeavors to make and preserve peace, and to sustain for America the safeguards of the American way of life. -
Curriculum Vitae Elizabeth Cobbs, Ph.D
Curriculum Vitae Elizabeth Cobbs, Ph.D. Education Ph.D., Stanford University, Department of History, 1988 Major Field: United States Minor Field: Latin America M.A., Stanford University, Department of History, 1984 B.A., University of California, San Diego, 1983 Summa Cum Laude with High Distinction in Literature Current Position Melbern G. Glasscock Chair in American History, Texas A&M University (2015- present) Book Prizes 2009 “Director’s Mention,” Langum Prize in American Historical Fiction (for Broken Promises) 2009 San Diego Book Award, “Best Historical Fiction” (for Broken Promises) 1993 Stuart L. Bernath Book Prize, SHAFR, for best first book on the history of U.S. foreign relations (for Rich Neighbor Policy) 1989 Allan Nevins Prize, Society of American Historians, for Best Dissertation on U.S. History (for Good Works At A Profit) Film Awards 2020 Los Angeles Regional Emmy Award, Cyberwork and the American Dream 2020 Telly Award, Silver Medal, Cyberwork and the American Dream 2018 Winner, PBS “About Women and Girls Film Festival,” for The Hello Girls 2018 Best Documentary Feature, CyberWork and the American Dream, Los Angeles Film Awards 2018 Platinum for Best Documentary, CyberWork and the American Dream, LA Shorts, October 2018 2018 “Vitruvian Award,” Best Documentary, DaVinci Film Festival, for CyberWork 2016 Best Short Documentary, American Umpire, San Diego GI Film Festival Fellowships and Grants 2017-2020 Senior Fellow, Hoover Institution, Stanford University 2015-2017 Research Fellow, Hoover Institution, Stanford University 2010-2014 National Fellow, Hoover Institution, Stanford University 2010 Fellow, Charles Warren Center, Harvard University (Declined) 2003-2004 Fulbright Distinguished Professorship, Mary Ball Washington Chair, University College Dublin, Ireland 2000, 1998 Travel Grant, Government of Canada, National Archives 1997 Bernath Lecture Prize, Society for Historians of American Foreign Relations (SHAFR) 1994 Arnold and Lois Graves Award, for research in Ghana CV, Elizabeth Cobbs, p. -
2017 OAH Annual Meeting
2017 OAH Annual Meeting New Orleans, Louisiana April 6–9, 2017 BEDFORD/ ST. MARTIN’S Digital options you can customize HISTORY2017 to your course For more information or to request your review copy, please visit us at OAH or at macmillanlearning.com/OAH2017 Flexible and affordable, this online repository of discovery-oriented proj- ects offers: • Primary Sources , both canonical and unusual documents (texts, visuals, maps, and in the online version, audio and video). • Customizable Projects you can assign individually or in any combination, and add your own instructions and additional sources. • Easy Integration into your course management system or Web site, and offers one-click assigning, assessment with instant feedback, and a convenient gradebook. New Custom Print Option Choose up to two document projects from the collection and add them in print to a Bedford/St. Martin’s title free of charge, add additional modules to your print text at a nominal extra cost, or select an unlimited number of modules to be bound together in a custom reader. Built as an interactive learning experience, LaunchPad prepares students for class and exams while giving instructors the tools they need to quickly set up a course, shape content to a syllabus, craft presentations and lectures, assign and assess homework, and guide the progress of individual students and the class as a whole. Featuring An interactive e-Book integrating all student resources, including: • Newly redesigned LearningCurve adaptive quizzing, with questions that link back to the e-book so students can brush up on the reading when they get stumped by a question • More auto-graded source-based questions including images and excerpts from documents as prompts for student analysis. -
2012 Fall – Bonuso
1 History 101: American History to the Civil War Era Fall 2012 University of Wisconsin-Madison Instructor: Erin E. Bonuso Department Mailbox: 4035 E-Mail: [email protected] Office: Humanities 4216 Class E-Mail: [email protected] Office Telephone: 890-3556 Lectures: MWF 1:20 PM – 2:10 PM Office Hours: M 10 AM-noon Location: Education L196 and by appointment Teaching Assistants: Jeanne Essame ([email protected]) and Kevin Walters ([email protected]) “The past is a foreign country: they do things differently there.” - L. B. Hartley Imagining the past as a foreign country allows us to meditate on our relationship with our own history. The past as a place is at once “foreign” and “familiar,” both distant and nearby. We can visit the past by examining documents or objects, we can learn its language through careful study, but we can never fully inhabit it. The people of the past tell jokes that we’ll never understand. History is our attempt to explore the past’s landscapes in order to comprehend our own. What we look for depends on the context of the present, and no two visitors to the past will discover the same country. In this course you will “visit” the early American past. The lectures and readings will serve as your tour guides, but ultimately your experience is your own. When you analyze artifacts, try to envision the context from which they originated. Be a self-aware explorer: recognize that you have a unique perspective that influences your interpretations. Above all else, accept that the past is a place with its own interior logic.