FOR a FUTURE of Peketjiktice
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INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University M crct. rrs it'terrjt onai A Be" 4 Howe1 ir”?r'"a! Cor"ear-, J00 Norte CeeD Road App Artjor mi 4 6 ‘Og ' 346 USA 3 13 761-4’00 600 sC -0600 Order Number 9238197 Selected literary letters of Sophia Peabody Hawthorne, 1842-1853 Hurst, Nancy Luanne Jenkins, Ph.D. -
Maternal Activism
1 Biography as Philosophy The Power of Personal Example for Transformative Theory As I have written this book, my kids have always been present in some way. Sometimes, they are literally present because they are beside me playing, asking questions, wanting my attention. Other times, they are present in the background of my consciousness because I’m thinking about the world they live in and the kind of world I want them to live in. Our life together is probably familiar to many U.S. middle-class women: I work full-time, the kids go to school full time, and our evenings and weekends are filled with a range of activities with which we are each involved. We stay busy with our individual activities, but we also come together for dinner most nights, we go on family outings, and we enjoy our time together. As much time as I do spend with my kids, I constantly feel guilty for not doing enough with them since I also spend significant time preparing for classes, grading, researching, and writing while I’m with them. Along with many other women, I feel the pressure of trying and failing to balance mothering and a career. Although I feel as though I could be a better mother and a bet- ter academic, I also have to concede that I lead a privileged life as a woman and mother. Mothers around the world would love to have the luxury of providing for their children’s physical and mental well-being. In the Ivory Coast and Ghana, children are used as slave labor to harvest cocoa beans for chocolate (Bitter Truth; “FLA Highlights”; Hawksley; The Food Empowerment Project). -
Prudence Crandall (1803-1890)
NWHM Exhibit: The History of Women and Education Page 1 of 3 Biographies Prudence Crandall (1803-1890) Prudence Crandall was a remarkable woman who opened one of the first schools for African American girls, despite the ridicule and harassment she faced because of her actions. Prudence Crandall was born in Hopkinton, Rhode Island on September 3, 1803 to a Quaker family. She attended the New England Friends’ Boarding School in Providence, where she was able to study subjects such as arithmetic, Latin and the sciences. Although most women during the early 1800’s did not receive much education, Quakers (or Friends) believed that women should be educated. In October of 1831, Crandall opened a private girl’s academy in Canterbury, Connecticut. She taught the daughters of many of the town’s wealthy families, and the school was ranked as one of the best in the state. Her curriculum was rigorous, as she taught her female students much of the same material being taught at prominent schools for boys. In 1833, Crandall decided to admit an African American student named Sarah Harris, who wanted more education in order to become a teacher for African American children. The white students’ parents were outraged and demanded that Sarah Harris be expelled. Crandall, however, opposed slavery and believed in educating African Americans. She refused to expel the young student and decided instead to open a new school for African American girls. Prudence Crandall’s new school met with much hostility. The four most prominent men in the town of Canterbury arranged a meeting in which they told Crandall that they were intent on destroying her school. -
Nevada Desert Experience Uranium Waste for NNSS Making History
PAGE 1 PAGE 6 Desert Voices Newsletter Nevada Desert Experience 1420 West Bartlett Avenue Summer 2015 Las Vegas, NV 89106 Volume 28 Issue No. 1 Making History and Uranium Waste for NNSS NDE is very happy to by Judy Treichel announce the arrival of our Building a Future PLEASE SEE OUR WEBSITE FOR FULL ARTICLE: two new office managers by Brian Terrell Ming and Laura-Marie. They www.NevadaDesertExperience.org/waste.htm are both current NDE council On March 26, I was in Nevada in my role members and have graciously as event coordinator for Nevada Desert There are significant and bad differences offered to live at NDE©s Experience, preparing for the annual Sacred between this program and the Yucca headquarters and take care of Peace Walk, a 65-mile trek through the Mountain repository project. There is no the day-to-day work of NDE. desert from Las Vegas to the nuclear Test Nuclear Regulatory Commission (NRC) They will be doing this as full Site at Mercury, NV, an event that NDE has licensing required at [NNSS] or any of the time volunteers. We are all truly sponsored each spring for about 20 years. weapons production facilities. There is not blessed and grateful to them. Two days before the walk was to begin, a even certification by the Environmental car load of us organizers traced the route. Protection Agency (EPA) as there is at the Welcome Laura-Marie and Ming. The last stop on the traditional itinerary Waste Isolation Pilot Plant in New Mexico or is the ªPeace Camp,º a place in the desert EPA standards that apply to repositories. -
ES-Hist 335 Nuclear America S17 Syll
Environmental Studies/History 335 Nuclear America Spring 2017 _________________________________________________ TTH, 9:40-11:10, Clow 103 Professor: Jim Feldman Email: [email protected] Office: Sage 3453 Telephone: 920-424-3235 Office Hours: TTH, 1:15-2:45, or by appt. Course Description: After the first successful nuclear test in 1945, Robert J. Oppenheimer—the father of the atomic bomb—reportedly quoted Indian scripture: “Now I am become Death, the destroyer of worlds.” Thus began America’s long and strange interaction with nuclear energy. In this research and reading seminar, we will explore this interaction by examining topics such as foreign policy and the arms race, civil defense planning, nuclear energy, the peace movement, the environmental movement, climate change, and many more. But in confronting nuclear energy, Americans thought and reflected on much more than just the power of the atom. They have wrestled with elemental questions such as the human relationship to nature, the nature of progress, the obligations of citizenship, and the balance between national security and democracy. Exploring nuclear energy will allow us to investigate these larger themes in American history. The course will be run as a reading seminar. There will be very little lecture. Class time will be spent discussing and analyzing the readings. A majority of the readings will be primary sources—that is, the documents written or created as Americans encountered nuclear energy. These include, for example, press releases from the White House, letters and speeches written by government officials and nuclear industry representatives, promotional materials for anti-nuclear rallies, and much more. A central goal of the course is to learn how to critically analyze these documents, and then to use them in creating your own original arguments about American encounters with nuclear energy. -
The War Divides America
hsus_te_ch16_s03_s.fm Page 656 Friday, January 16, 2009 8:33 PM ᮤ A Vietnam veteran protests the war in 1970. WITNESS HISTORY AUDIO Step-by-Step The “Living-Room War” SECTION Instruction Walter Cronkite, the anchor of the CBS Evening News, 3 was the most respected television journalist of the 1960s. His many reports on the Vietnam War were SECTION 3 models of balanced journalism and inspired the Objectives confidence of viewers across the United States. But during the Tet Offensive, Cronkite was shocked by the As you teach this section, keep students disconnect between Johnson’s optimistic statements focused on the following objectives to help and the gritty reality of the fighting. After visiting them answer the Section Focus Question and Vietnam in February of 1968, he told his viewers: master core content. “We have been too often disappointed by the • Describe the divisions within American optimism of the American leaders, both in Vietnam society over the Vietnam War. and Washington, to have faith any longer in the silverlinings they find in the darkest clouds.... [I]t • Analyze the Tet Offensive and the seems now more certain than ever that the bloody American reaction to it. experience of Vietnam is to end in stalemate.” • Summarize the factors that influenced the —Walter Cronkite, 1968 outcome of the 1968 presidential election. ᮡ Walter Cronkite The War Divides America Prepare to Read Objectives Why It Matters President Johnson sent more American troops • Describe the divisions within American society to Vietnam in order to win the war. But with each passing year, over the Vietnam War. -
Technoscientific Citizenship and Ecological Domesticity in an Age of Limits
The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library 5-2021 Making Earth, Making Home: Technoscientific Citizenship and Ecological Domesticity in an Age of Limits Emma Schroeder University of Maine, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/etd Part of the Canadian History Commons, History of Gender Commons, History of Science, Technology, and Medicine Commons, Oral History Commons, Social History Commons, United States History Commons, Women's History Commons, and the Women's Studies Commons Recommended Citation Schroeder, Emma, "Making Earth, Making Home: Technoscientific Citizenship and Ecological Domesticity in an Age of Limits" (2021). Electronic Theses and Dissertations. 3360. https://digitalcommons.library.umaine.edu/etd/3360 This Open-Access Dissertation is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. MAKING EARTH, MAKING HOME: TECHNOSCIENTIFIC CITIZENSHIP AND ECOLOGICAL DOMESTICITY IN AN AGE OF LIMITS By Emma Schroeder B.A. Swarthmore College, 2006 M.S. University of Wisconsin-Madison, 2011 A DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (in History) The Graduate School The University of Maine May 2021 Advisory Committee: Richard Judd, Professor Emeritus of History, Co-Advisor Mark McLaughlin, Assistant Professor of History and Canadian Studies, Co-Advisor Naomi Jacobs, Professor Emerita of English Anne Kelly Knowles, Professor of History Michael Lang, Associate Professor of History Copyright 2021 Emma Schroeder ii MAKING EARTH, MAKING HOME: TECHNOSCIENTIFIC CITIZENSHIP AND ECOLOGICAL DOMESTICITY IN AN AGE OF LIMITS By Emma Schroeder Dissertation Advisors: Dr. -
Nuclear (In)Security in the Everyday: Peace Campers As Everyday
SDI0010.1177/0967010618762595Security DialogueEschle 762595research-article2018 Article Security Dialogue 2018, Vol. 49(4) 289 –305 Nuclear (in)security in the © The Author(s) 2018 Reprints and permissions: everyday: Peace campers as sagepub.co.uk/journalsPermissions.nav https://doi.org/10.1177/0967010618762595DOI: 10.1177/0967010618762595 everyday security practitioners journals.sagepub.com/home/sdi Catherine Eschle University of Strathclyde, UK Abstract This article extends the emergent focus on ‘the everyday’ in critical security studies to the topic of nuclear (in)security, through an empirical study of anti-nuclear peace activists understood as ‘everyday security practitioners’. In the first part of the article, I elaborate on the notion of everyday security practitioners, drawing particularly on feminist scholarship, while in the second I apply this framework to a case study of Faslane Peace Camp in Scotland. I show that campers emphasize the everyday insecurities of people living close to the state’s nuclear weapons, the blurred boundaries between ‘us’ and ‘them’, and the inevitability of insecurity in daily life. Moreover, campers’ security practices confront the everyday reproduction of nuclear weapons and prefigure alternative modes of everyday life. In so doing, I argue, they offer a distinctive challenge to dominant deterrence discourse, one that is not only politically significant, but also expands understanding of the everyday in critical security studies. Keywords Anti-nuclear, critical security studies, the everyday, (in)security, feminism, peace movement Introduction This article explores the possibilities for rethinking nuclear (in)security in light of recent efforts to bring ‘the everyday’ into critical security studies. It does so with a feminist-informed analysis of the discourses and practices of anti-nuclear activists in one protest site, Faslane Peace Camp. -
Introduction
Notes Introduction 1 “Beyond Anxiety,” editorial, New York Times, June 13, 1982, E22. 2 For the purposes of simplicity, this book refers to the assemblage of actors engaged in various types of activism against nuclear power, nuclear weapons, and other related threats as the “anti-nuclear movement.” Although I detail individual movements within the larger whole, the existence of substantial cross-pollination among movement organizations and coalitions indicates that a more appropriate term is the singular. On the idea of a “movement of movements,” see Van Gosse, “A Movement of Movements: The Definition and Periodization of the New Left,” in A Companion to Post-1945 America, ed. Jean-Christophe Agnew and Roy Rosenzweig (Malden, MA: Blackwell, 2002), 277–302. 3 On this diversity, see Jo Freeman and Victoria Johnson, eds, Waves of Protest: Social Movements Since the Sixties (Lanham, MD: Rowman & Littlefield, 1999). See also Simon Hall, American Patriotism, American Protest: Social Movements Since the Sixties (Philadelphia: University of Pennsylvania Press, 2011). 4 See Fred Halliday, The Making of the Second Cold War (London: Verso, 1983). 5 On beginnings, see Lawrence S. Wittner, Toward Nuclear Abolition: A His- tory of the World Nuclear Disarmament Movement, 1971 to the Present (Stan- ford: Stanford University Press, 2003), Chapter 1. On the dwindling of the movement, see “Movement Gap,” editorial, Nation, 4 November 1991, 539–40. 6 The phrase “the challenge of peace” recalls the controversial pastoral letter issued in 1983 by the US National Conference of Catholic Bishops’ Ad Hoc Committee on War and Peace. Entitled “The Challenge of Peace: God’s Prom- ise and Our Response,” the letter attempted to define the Catholic Church’s opposition to the nuclear arms race. -
Church Women United and Social Reform Work Across the Mid-Twentieth Century
University of Kentucky UKnowledge Theses and Dissertations--History History 2015 Building Bridges: Church Women United and Social Reform Work Across the Mid-Twentieth Century Melinda M. Johnson University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Johnson, Melinda M., "Building Bridges: Church Women United and Social Reform Work Across the Mid- Twentieth Century" (2015). Theses and Dissertations--History. 29. https://uknowledge.uky.edu/history_etds/29 This Doctoral Dissertation is brought to you for free and open access by the History at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--History by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. -
Mf-$0.65 Bc$3.29
DOCUMENT RESUME ED 063 194 SO 002 791 AUTHOR Abrams, Grace C.; Schmidt, Fran TITLE Social Studies: Peace In the TwentiethCentury. INSTITUTION DadeCounty Public Schools, Miami,Fla. PUB DATE 71 NOTE 62p. BDPS PRICE MF-$0.65 BC$3.29 DESCRIPTORS Activity Units; Behavioral Objectives;*Conflict Resolution; Curriculum Guides; *ForeignRelations; Grade 7; Grade 8; Grade 9; HumanRelations; *International Education; Junior HighSchools; Modern History; Nationalism; Organizations(Groups); *Peace; Resource Guides; *Social StudiesUnits; Violence; War; World Affairs; World Problems IDENTIFIERS Florida; *Quinmester Programs ABSTRACT This study of the effort and failuresto maintain world peace in this century is intended as anelective, quinmester course for grades 7 through9. It encompasses the concept of nationalism and the role it plays inthe decisions that lead to war, and organizations that havetried and are trying topreserveor bring about peace. Among other goals for the course areforthestudent to: 1) assess his own attitudes andbeliefs concerning peace and generalize about the nature of war; 2)examine the social, political, and economic reasons for war; 3)analyze breakdowns in world peacein this century and the resultant humanproblems; 4) investigate and suggest alternatives toWar as a means of settling conflict; and, 5) describe ways and means an individual canwork for peace. The guide itself is divided into a broad goalssection, a content outline, objectives and learning activities,and teacher/student materials. Learning activities are highlyvaried and are closely tied with course objectives.Materials include basic texts,pamphlets,records, and filmstrips. Relateddocuments are: SO 002 708 through SO 002718, SO 002 76.8 through SO002 792, and SO 002 947 through SO002 970. -
Close to Midnight CND General Secretary Kate Hudson Writes on How the US’ Nuclear Policy Is Taking Us Closer to War
caTHE MAGAZINmE OF THE CAMPAIGN pFOR NUCLEAR DaISARMAMENT igFEBRUARY 2018 n Close to midnight CND General Secretary Kate Hudson writes on how the US’ nuclear policy is taking us closer to war. AST MONTH the Bulletin of Atomic of Evil. It also revisited some of the ideas Scientists moved us half a minute closer of the early 1990s, calling for the Lto Midnight. At two minutes to, it’s development of bunker-busters and mini- the closest since the height of the Cold War. nukes for use in ‘regional conflicts’, The reasons cited are increasing nuclear understood at that time – in the aftermath risk, climate change and potentially harmful of the first Gulf War and the developing emerging technologies. But nuclear takes narrative around oil and resources – to centre stage: reckless language and provoca - mean the Middle East. tive action by both US and North Korea. The advent of President Obama To make matters worse, the latest US temporarily knocked the project on the nuclear posture review has just been head. His 2010 review ruled out the released. These reviews can be a powerful development of new nuclear weapons, indicator of a president’s intentions and this including bunker-busters. It also renounced one will, no doubt, be a taste of things to nuclear weapons use against non-nuclear come. The 2002 version included President states that the US considered compliant Bush’s demand for contingency plans for with the nuclear Non-Proliferation Treaty. the use of nuclear weapons against at least At the time we hoped for more, after seven countries, including the so-called Axis Obama’s passionate Prague speech in 2009, Campaign for Nuclear Disarmament, CND 60th celebration at Aldermaston 162 Holloway Rd, London N7 8DQ 1st April, assemble at 12 020 7700 2393 noon.