Academic literature on the topic 'Monroe High School (Monroe, Ohio)'

Abstract This research article draws attention to how the shale gas rush phenomenon is creating path dependence and threatening community viability. The article features an instrumental case that includes school districts across seven Appalachian Ohio counties: Belmont, Carroll, Columbiana, Guernsey, Harrison, Monroe, and Noble. There, it has become commonplace for public schools to lease oil and gas rights; to factor revenue from ad valorem taxes, industry-related construction, and pipeline construction into district budgets; and to engage in tax negotiations for natural gas-fired power plants and affiliated industrial growth. The case is prefaced by a review of school funding norms in the United States and a discussion of the influence that path dependence has on school funding in the Appalachian region. Following this, the case of eastern Ohio schools is presented. The article culminates with a list of actions stakeholders can take to foster public school and community viability in Appalachia.

Abstract This essay discusses Pauline Hopkins's Of One Blood in the context of Hopkins's education at Boston's Girls' High, William James's new psychology, and radical Black Boston, including W.E.B. Du Bois and William Monroe Trotter. Hopkins's novel intervenes in debates over scientific disciplinization and Black education.

This article discusses innovations and evolution in the optics industry. Local firms teamed with Monroe Community College to hold events that introduced high school students to optics . Paul Ballentine, who analyzes technology opportunities as deputy director of University of Rochester’s Center for Emerging and Innovative Sciences, sees plenty of upside. Light-based systems are continuing to grow, but Rochester’s optics community will have to reinvent itself to thrive. The Rochester Regional Photonics Cluster has morphed into New York Photonics, with additional clusters in Buffalo, central New York, Albany, and Long Island. It now represents hundreds of optics and photonics companies throughout the state. Paul Conrow, who was teaching physical sciences at Rochester’s East High School, is now recruiting 10th graders and showing them Rochester’s optics industry. Conrow presented the idea to the district superintendent, who had been principal in the only school in America with a student eyeglass program. He introduced Conrow to teachers at a sister high school where members of the cluster were helping to plan a precision optics program.

Abstract The COVID-19 Pandemic changed higher education in several significant ways. The most significant impact was on methods of course delivery. In March 2020, all educational institutions changed their methods of instruction to fully online instruction. It happened almost overnight and left the students as well as the instructors unprepared for the unanticipated metamorphosis . The sudden and unanticipated change in the method of instruction and delivery of course contents also highlighted issues of equity. There appeared to be high levels of inequity in the use of technology across school and college campuses. A survey of students conducted by the author at the University of Louisiana at Monroe revealed different types of inequity such as, lack of finances to buy equipment, lack of training in the use of technology, and lack of personal space to study from home. A significant percentage of student population at ULM consists of first-generation college students. These students were impacted the most by the new methods of course delivery. Additionally, the author looked up similar surveys at other educational institutions and conducted a meta-analysis of published studies. This paper presents these findings.

Background/Context The traditional stance on teacher political disclosure within K–12 education is that neutrality is the only morally appropriate approach for teachers to take when broaching political or social issues in their classes due to their role as state employees who serve a particular community. A number of recent high-profile cases of teachers intolerantly disclosing their political beliefs in their classrooms have only served to reinforce the belief among the general public that teachers too often use their positions of authority to proselytize to their students. However, both theoretical arguments made by scholars and empirical data from K–12 classrooms suggest that disclosure may be beneficial to students’ learning experiences and civic development. Purpose This article seeks to better understand the benefits and limitations of teacher political disclosure by framing disclosure around Foucault's conceptualization of parrhēsia, which can loosely be defined as the ability to speak the truth in spite of danger or fear. Research Design This is an analytic essay/theoretical argument. As a way of scaffolding the discussion, I incorporate vignettes of data collected from my research in high school civics classrooms. Of particular interest to this argument is Mr. Monroe, a teacher I studied during the 2012 Presidential Election. Conclusions/Recommendations An analysis of teacher political disclosure using a parrhēsia framework suggests that educators should rethink the conventional wisdom that supports non-disclosure. Although disclosure carries inherent risk, it also offers democratic and interpersonal benefits for students. Both in-service and pre-service professional development, then, should present teachers with a complete picture of the risks and benefits of disclosure, and teachers should determine whether to engage in parrhēsiastic acts by strategically balancing those risks against the potential of disclosure to support their pedagogical goals.

Rose Freistater was twenty-six years old when the New York City Board of Examiners denied her a teaching license. She had been teaching at James Monroe High School, first as a student teacher and then as a substitute teacher for five years, and her work was characterized by the chairman of the biology department in which she taught as “difficult to overstate in its excellence.” But in 1931, Rose stood five feet and two inches and weighed 182 pounds. When she applied for her teaching license that year, she weighed thirty pounds more than the maximum weight allowed by the Board for her height. She was given six months to lose thirty pounds; when she lost only twenty in that time, she was rejected by the Board altogether. Although a number of overweight and underweight teachers were rejected by the Board of Education in the ten years that the standards had existed, Rose was the first to appeal to the state that the qualifications were unfair. When her case reached the State Commissioner of Education in 1935, it was rejected again, and the city board issued a statement claiming, “Other things being normal, a person of abnormal weight is likely to have more absences because of ill health and be less efficient as a teacher than a person of average weight.” Furthermore, it added, “Teachers must climb stairs, take part in fire drills, and be able to handle all real school emergencies. Overweight teachers are less likely to stand the strain of teaching…. Teachers should [be]… acceptable hygienic models for their pupils in the manner of weight.” Finally, overweight teachers, who represented greater health risks than others, “constitute[d] a drain on the teachers' pension fund.” In response, the Freistater family contended that Rose walked the five flights of steps to their apartment several times a day, but her case was closed.

Michael B. Katz. Reconstructing American Education. Cambridge and London: Harvard University Press, 1987. Pp. viii, 212. Cloth, $22.50; E. D. Hirsch, Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin Co., 1987. Pp. xvii, 251. Cloth, $16.45; Diana Ravitch and Chester E. Finn, Jr. What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper & Row, 1987. Pp. ix, 293. Cloth, $15.95. Review by Richard A. Diem of The University of Texas at San Antonio. Henry J. Steffens and Mary Jane Dickerson. Writer's Guide: History. Lexington, Massachusetts, and Toronto: D. C. Heath and Company, 1987. Pp. x, 211. Paper, $6.95. Review by William G. Wraga of Bernards Township Public Schools, Basking Ridge, New Jersey. J. Kelley Sowards, ed. Makers of the Western Tradition: Portraits from History. New York: St. Martin's Press, 1987. Fourth edition. Vol: 1: Pp. ix, 306. Paper, $12.70. Vol. 2: Pp. ix, 325. Paper, $12.70. Review by Robert B. Luehrs of Fort Hays State University. John L. Beatty and Oliver A. Johnson, eds. Heritage of Western Civilization. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1987. Sixth Edition. Volume I: Pp. xi, 465. Paper, $16.00; Volume II: pp. xi, 404. Paper, $16.00. Review by Dav Levinson of Thayer Academy, Braintree, Massachusetts. Lynn H. Nelson, ed. The Human Perspective: Readings in World Civilization. New York: Harcourt Brace Jovanovich, 1987. Vol. I: The Ancient World to the Early Modern Era. Pp. viii, 328. Paper, $10.50. Vol. II: The Modern World Through the Twentieth Century. Pp, x, 386. Paper, 10.50. Review by Gerald H. Davis of Georgia State University. Gerald N. Grob and George Attan Billias, eds. Interpretations of American History: Patterns and Perspectives. New York: The Free Press, 1987. Fifth Edition. Volume I: Pp. xi, 499. Paper, $20.00: Volume II: Pp. ix, 502. Paper, $20.00. Review by Larry Madaras of Howard Community College. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. -- Volume II: Reconstruction to the Present. Guilford, Connecticut: The Dushkin Publishing Groups, Inc., 1987. Pp. xii, 384. Paper, $9.50. Review by James F. Adomanis of Anne Arundel County Public Schools, Annapolis, Maryland. Joann P. Krieg, ed. To Know the Place: Teaching Local History. Hempstead, New York: Hofstra University Long Island Studies Institute, 1986. Pp. 30. Paper, $4.95. Review by Marilyn E. Weigold of Pace University. Roger Lane. Roots of Violence in Black Philadelphia, 1860-1900. Cambridge, Massachusetts, and London: Harvard University Press, 1986. Pp. 213. Cloth, $25.00. Review by Ronald E. Butchart of SUNY College at Cortland. Pete Daniel. Breaking the Land: The Transformation of Cotton, Tobacco, and Rice Cultures since 1880. Urbana and Chicago: University of Illinois Press, 1985. Pp. xvi, 352. Paper, $22.50. Review by Thomas S. Isern of Emporia State University. Norman L. Rosenberg and Emily S. Rosenberg. In Our Times: America Since World War II. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Third edition. Pp. xi, 316. Paper, $20.00; William H. Chafe and Harvard Sitkoff, eds. A History of Our Time: Readings on Postwar America. New York: Oxford University Press, 1987. Second edition. Pp. xiii, 453. Paper, $12.95. Review by Monroe Billington of New Mexico State University. Frank W. Porter III, ed. Strategies for Survival: American Indians in the Eastern United States. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. xvi, 232. Cloth, $35.00. Review by Richard Robertson of St. Charles County Community College. Kevin Sharpe, ed. Faction & Parliament: Essays on Early Stuart History. London and New York: Methuen, 1985. Pp. xvii, 292. Paper, $13.95; Derek Hirst. Authority and Conflict: England, 1603-1658. Cambridge: Harvard University Press, 1986. Pp. viii, 390. Cloth, $35.00. Review by K. Gird Romer of Kennesaw College. N. F. R. Crafts. British Economic Growth During the Industrial Revolution. New York: Oxford University Press, 1985. Pp. 193. Paper, $11.95; Maxine Berg. The Age of Manufactures, 1700-1820. New York: Oxford University Press, 1985. Pp. 378. Paper, $10.95. Review by C. Ashley Ellefson of SUNY College at Cortland. J. M. Thompson. The French Revolution. New York: Basil Blackwell, 1985 reissue. Pp. xvi, 544. Cloth, $45.00; Paper, $12.95. Review by W. Benjamin Kennedy of West Georgia College. J. P. T. Bury. France, 1814-1940. London and New York: Methuen, 1985. Fifth edition. Pp. viii, 288. Paper, $13.95; Roger Magraw. France, 1815-1914: The Bourgeois Century. New York and Oxford: Oxford University Press, 1985. Pp. 375. Cloth, $24.95; Paper, $9.95; D. M.G. Sutherland. France, 1789-1815: Revolution and Counterrevolution. New York and Oxford: Oxford University Press, 1986. Pp. 242. Cloth, $32.50; Paper, $12.95. Review by Fred R. van Hartesveldt of Fort Valley State College. Woodford McClellan. Russia: A History of the Soviet Period. Englewood Cliffs, New Jersey: Prentice-Hall, 1986. Pp. xi, 387. Paper, $23.95. Review by Pasquale E. Micciche of Fitchburg State College. Ranbir Vohra. China's Path to Modernization: A Historical Review from 1800 to the Present. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Pp. xiii, 302. Paper, $22.95. Reivew by Steven A. Leibo of Russell Sage College. John King Fairbank. China Watch. Cambridge and London: Harvard University Press, 1987. Pp. viii, Cloth, $20.00. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Illinois. Ronald Takaki, ed. From Different Shores: Perspectives on Race and Ethnicity in America. New York and Oxford: Oxford University Press, 1987. Pp. 253. Paper, $13.95. Review by Robert C. Sims of Boise State University.

Self-report studies are gradually becoming the predominating current of empirical research in criminology. This is particularly the case with etiological studies of deviant behaviour in young persons. However, the present popularity of self-report studies is not accompanied by improvement of their methodological aspect. No important development of the methodology of these studies has occured since the pioneer works of Short and Nye. It is the fundamental aim of the present paper to point to these of the methodological questions on which the further development of self-report studies will depend most. In Chapter I, the first works have been discussed in which the self-report methods were applied. The works anaiyzed are those of Murphy at al. Porterfield, as well as Wallerstein and Wy1e. Particular attention has been given to the methodological and substantive aspects of the series of studies carried out by Short and Nye. Chapter II contains the presentation of findings of the Polish self-report studies. The first attempt at a self-report study was made in the early 1960s by Malewska and Muszyński. A national random sample of pupils of the sixth grade of primary school n =2,222) was examined by means of an anonymous questionnaire. The basic aim of the study was to define the children's attitude towards the ownership rights and the situations in which violation of these rights is admissible. Besides, the authors were interested in how children perceived given situations to be thefts. Thus the question whether the respondents ever happened to take another person’s property was but a fragment of the questionnaire which served another purpose in its essence. To the question: "How often do you happen to take another person's property?", 0.8 per cent of the children answered ,,very often," 4.2 pet cent - "often," 26.6 per cent - "sometimes," and. 34.5 per cent-,,seldom’’ Like Malewska and Muszyński, also Szemińska and Gołąb aimed at defining the moral sense of young persons: pupils of primary schools (n=61) and inmates of educational institutions (n= 64), asking also about the extent and structure of deviant behaviour. The respondents answered anonymously in writing. The two compared groups of boys differed from each other considerably as far as both the frequency and the seriousness of thefts commited was concerned. While the majority of "delinquents" admitted a large number of thefts, the "nondelinquents" 'in their vast majority owned up to 1-2 thefts at most, mostly of small objects they stole from their classmates or next of kin with the intention to use these objects themselves." The study of Szemińska and Gołąb raises doubts, both as regards its merits and methodology. Among other things, in spite of the fact that various offences were committed by both of the discussed groups, the authors use a dichotomic pair of notions: delinquent and non-delinquent, failing to put these words in quotation marks which are necessary in this situation. In the years 1976-1977, Ostrihanska and Wójcik conducted a large self-report study of a random sample of pupils of grades 3-8 of Warsaw primary schools. 50 schools were selected at random, in which the study was carried out by means of a questionnaire in 120 classes, also randomly selected (n=3,177, of which there were 1,631 boys and 1,546 girls). The self-report study was part of a broader research programme aimed at estimating the extent of social maladjustment in the youth and defining its causes. Among other things, the questions concerned the following phenomena: school failures, truancy, running away from home, drinking alcohol, taking drugs, free riding, destroying another person’s property, other acts against property (including thefts, frauds, robbery-,,taking something from a younger child by constraint"). The possible answers were as follows: ,,never", ,,once'’, ,,2-3 times’’, ,,4-10 times’’, ,,more frequently’’ . As expected, both the extent and intensity (frequency of perpetration) of deviant behaviour were higher in the group of boys as compared with girls. For instance, as few as 15.3 per cent of the eldest boys (aged 15) stated that they never took another person's property while the percentage of non-stealing girls among the eldest group was over two times higher (38.0 per cent) In this age group 16.3 per cent of boys stole a dozen or more times, while percentage of girls who committed multiple thefts amounted to as few as 1.4 Instead, no greater differences were found between boys and girls who admitted having stolen once. In boys, the most frequent were thefts from allotments and gardens (35.2 per cent), thefts from parents (22.8 per cent) and thefts in self-service shops 18.1 per cent). On the other hand the most seldom were thefts from cellars (5.8 per cent), and thefts of wine in shops (9.7 per cent). Taking another person’s property ranked fourth among the types of deviant acts included IN the study The first position was taken by lies (88.8 per cent of answers in the affirmative). Near1y 90 per cent of boys admitted having chribbed anothe child’s exercise, 25.2 per cent- having destroyed property 2.8 per cent ran away from home, and 2.4 per cent tock drugs. There was an upward tendency with age: elder boys admitted a greater number of deviant acts, and actuallv commited these acts more frequently. The next self-report study was conducted by Ostrowska and Siemaszko in 1979. It included 2,991 pupils of Warsaw secondary schools (1,197 boys and 1,795 girls). Non-random selection was applied. Young persons of the first and last grades were examined by means of anonymous questionnaire. Among other variables, it contained a list of 42 questions about various types of deviant behaviour, acts of infringement of disciplinary regulations, transgressions and offences, from most trivial (like stealing a ride or failing to return change from shopping) to comparatively serious like house-breaking or robbery. All questions had the same set of possible answers: "never," "once of twice," several times," "a dozen or more-times," ,,more frequently." The examined young persons were characterized by rather a high level of deviance. In the group of boys for instance,539 persons (30.9 per cent) admitted having perpetrated a half of the 42 acts included in the questionnaire at least once, 2.8 per cent of them having committed 27 to 31 acts, and 2.3 per cent-32 to 42 acts. Thus together, 6 per cent of the examined boys were highly deviant. Since the study also revealed a close relationship between the number of acts committed and the frequency of their perpetration, the abovementioned 6 per cent of the examined persons (about 300 boys) are "multiple recidivists" in the interpretation used in self-report studies. Considerable differences in the level of deviant behaviour were found in respect of age and sex. For instance, the level of deviance in the group of elder boys was four times higher on average as compared with younger girls. Among the most widespread acts there were free riding (94,6 per cent of girls and 96. 1 per cent of boys), failure to return change from shopping (79.6 and 84.1 per cent respectively), petty frauds in shops (67.6 and 84.0 per cent respectively), and failure to return a found object to its owner (69.9 per cent of girls and 83.8 per cent of boys). Aggressive acts were relatively frequent, particularly among boys. Battery "without an explicit causes” was comitted by 20.2 per cent of boys and 6.5 per cent of girls.11.6 per cent of boys and 2.8 per cent of girls participated in affrays in which dangerous weapons were used. Among thefts, comparatively less serious acts predominated. 16.9 per cent of girls and 31.6 per cent of boys admitted having perpetrated petty thefts. 8.2 per cent of girls and 14.6 per cent of boys stole change from call-boxes. Serious thefts were committed by 1.6 per cent of girls and 4.6 per cent of boys. Ostrowska and Siemaszko repeated their study in 1981 on a random sample of students of secondary schools in five typically agricultural provinces. 2,144 persons (1,702 boys and 420 girls) aged 14-19, students of 29 schools, were examined. They young persons who participated in the study went to :89 classes that were selected at random. The extent and structure of deviant behaviour were examined by means of a questionnaire identical to the one applied in the previous study Also the way in which the study was carried out in the classes was the same. In the group of acts termed insubordination, the most widespread one was smoking at under: 14:78,2 per cent of boys and 44,8 per cent of girls admitted it. Somewhat less than 10per cent of the examined persons admitted having run away from home, 2 per cent of them having run away several times. Over 20 per cent of the respondents admitted having had their identity papers checked by the police (30 per cent of boys) and somewhat less than 7 per cent took drugs. Among various types of dishonest behaviour the most widespread one was free riding- over 80 per cent. Nearly a half of the examined persons admitted having failed to return a borrowed object; 7 per cent of them did it repeatedly Also nearly 50 per cent of the respondents stole money from their parents:15 per cent of them did it several times, and 5.6 per cent-more frequently. In the group of offences, thefts predominated. 24.9 per cent of girls and 32.4 per cent of boys admitted having stolen an object or money to the value of under 100 złotys (the percentage amounting to 38.6 in the group of eldest boys); nearly 20 per cent of them repeatedly stole money from their parents. About 25 per cent of the examined persons committed shop- lifting, the percentage of shop-lifters in the group of eldest boys exceeding 40. The acts of breaking into cellars, recesses, attics etc., were committed by 15 per cent of the respondents 6.1 per cent of girls and 17.2 per cent of boys. The most seldom offences against property were: robbery (2.4 per cent of girls, 10.1 per cent of boys), stealing from call-boxes (6.6 per cent of girls, 7.8 per cent of boys), thefts of money to the amount of 500-1000 złotys (6 .2 per cent of girls, 7.0 per cent of boys), failure to pay the bill in a restaurant (3.3 per cent of girls, 5.6 per cent of boys) and thefts of over 1 000 zlotys (2.8 per cent of girls and 5.6 per cent of boys). Among aggressive behavior, brawls and beatings prevailed (25 per cent of girls and 50 per cent of' boys). In Chapter III the most important methodological problems related to self-report studies are discussed. In self-report studies, both direct (e. g. ,,have you stolen), and indirect and euphemistic questions (e, g. ,,have you ever happened to take and not to give back. ") can be found. The indirect questions undoubtedly less threatening. Yet on the other hand, those asked directly are probably easier to interpret explicitly. There is no proof as to the superiority of any of these ways of asking. However indirect and euphemistic questions prevail in self-report studies. The degree of abstractness of questions varies. The good point of clearcut questions (e.g. ''have you ever taken and failed to give back some article in a supermarket") is that the highly detailed formulation may help the respondent to recall an event which the researcher is interested in. On the other hand, their weak point is that the respondent cannot be relied upon to admit having acted in another, very similar yet not identical way. Unfortunately, the majority of self-report questionnaires contain questions about inseparate classes of phenomena. Hence the danger of one and the same act being counted several times. In self-report studies, the number of questions about deviant behavior is an important problem. One should bean it in mind that the deviant acts taken into account by the researcher are always nothing but a certain sample of the totality of such acts, the parameters of which are usually unknown (e.g. Christie et al.). The greater the number of acts taken into account, the more standard the "sample of acts" seems to be with respect to the "totality of acts." There are great differences as regards the number of acts included: from several (e.g. Hirschi, Dentler and Monroe) up to several dozen (e.g. Gibson). Today time limits are usually introducted as regards the period between the act and the moment of examination one year as a rule), though Short and Nye introducted no limits as regards the period during which the respondents committed the admitted acts. Shorter periods can also be found. (e.g. Simone et al, - 2 months, Lipton and Smith - 18 months). The limits are among the most important problems in self-report studies, since it is on them that the estimation depends on the level of deviance of the entire examined group, as well as the precise estimation of the separate respondents levels of deviance. The views on the optimum time limits are not uniform. Different sets of possible answers to the questions about deviant behaviour can be found: from most precise (e.g. "once," "twice," etc.) to most general and ambigous (e.g. "seldom," ,,frequently"). A strictly enumerative set of answers may be methodologically correct only in the case of a short period (one year or less). In the remaining cases, this set may be misleading as one hardly expects the examined persons to remember past events with such accuracy. The questions about deviant behaviour may constitute a separate block (nay a separate questionnaire), or they may be put among other questions. There are no studies showing the good and weak points of each of these two solutions. It seems more proper however, to "mask" the aim of the study by interlarding the questions about deviant behaviour with those neutral or concerning "acts of kindness." When the level or "depth" of the examined person's deviant involvement is defined, an important problem emerges: acts with different "charges of deviance are taken into account here. Therefore, one can either try and attach different weights to them, or treat all of them as equally serious. Christie et al. ranked acts according to the judges opinion. Morash weighted them with the use of Selling and Wolfgang's scale of seriousness of offences. In Hindelang's study, the weight of acts was defined by specialists by means of a fivepoint scale. Hepburn weighted deviant acts basing on appraisals done by the examined persons themselves. However in the vast majority of self-report studies, no weigh ting procedure is applled. As shown by Farrington, weighting procedures fail to contribute substantially to the increase in accuracy of measurement. An anonymous questionnaire, though most frequentlv applied, is not the only method of gathering information about unrecorded deviant behaviour. E, g. Gold (and other researchers who applied Gold’s scale) employed a questionnaire interview In Belson's study a card sorting procedure was applied. This method of gathering information is particularly popular in England (see also Gibson, Farrington, West, Morash, Shapland). Hirschi examined his respondents with a signed questionnaire. Should the differences in veracity of answeers of a signed and anonymous questionnaire prove to be inessential (and there is much to be said for it, e.g. Krohn, Waldo and Chiracos), it would be advisable to use the signed version (because of the possibility of comparing the separate sociometric choices or comparing the findings with external sources of information). The main objection raised to self-report studies concerns the doubtful veracity of the data gathered this way (Dentler, Liska). A relatively small number of studies concerned the reliability of self-report studies, e.g. the stability of findings in time. This is the most difficult problem in the case of a strictly anonymous questionnaire as the separate respondents cannot be retest. Only global distributions are compared then (e.g the scores of respondents in a given class) Siemaszko finds no valid differences between the distributions answers about deviant acts between a test and a retest which took place there months later. Dentler and Monroe found that 92 per cent of answers to a test and a retest two weeks 1ater were consistent, yet the respondents could still have remembered their previous answers in this case. Belson conducted a retest after a shorter period still: one week. The percentage of consistent answers amounted to 88. Also Farrington’s study revealed rarther a high degree of consistency in spite of the two year's interval. The percentage of mistakes in the test or retest was 3.2 The tendency to inconsistent answers was less explicit if the general scores of the examined persons on the deviance scales were analyzed and not the proportion of their affirmative and negative answers to the separate questions (11.5 per cent of the, examined persons found themselves in another quartile than Before). The results obtained by Shapland were parallel. The results seem to point to a high stability of self-report questionnaires in time. Hardt and Peterson-Hardt distinguish the following methods of defining the validity of self-report questionnaires: comparing with external sources of information, comparing with a known group, lie scales, and defining face validity. The most frequent method of defining the validity of questionnaires used in examination of unrecorded deviant behaviour is the comparison of the respondents' answers with other reliable sources of information. Erickson and Empey found that none of their respondents concealed their contact with the police or an offence with which they were charged. According to Gold, the probability of contacts with the police diminishes monotonically together with decrease of frequency of offences admitted during the examination. Gibson, Morrison and West found a high consistency between offences revealed by means of the self-report method and the contents of the police files. Hindelang found a distinct positive interdependence between high scores in the deviance scale and having a record in the police files. Farrington, as well as Farrington and West, examined the so-called predictive validity of self-report questionnaires. It appeared that those of the examined persons who score highest in deviance scales at the moment. A, have records in the police files much more frequently at the moment B. Gould compared the scores in the Short,/Nye scale with those in the recorded crime scale, finding a high, positive and valid interdependence. Results of self-report tests were also compared with other sources of information (teachers, colleagues, social workers, etc.). As shown by Jessor, Graves, Hanson and Jessor, results of the self-report tests tally with appraisals of the degree of deviant involvement made by teachers and colleagues of the examined persons. Also Gould compared the respondents' statements with appraisals of their behaviour made by their colleagues and teachers. The interdependence proved to be as expected. Hardt and Peterson-Hardt compared statements in which the examined persons admitted having robbed parkometers with the official data concerning the extent of these thefts. The respondents appeared to have answered truthfully. In many studies scores of school children and of institutionalized youth were compared. As demonstrated already by Short and Nye, although the inmates of reformatories scored somewhat higher than students of normal schools, nevertheless the profiles of distributions and their structure were analogous. Voss found the correlates of deviance in groups of school children and institutionalized youth to be parallel. This finding was confirmed in many other studies. The only exception here is the parents socio-economic status. Uniformity of views could not have been reached as yet as to whether the positive interdependence between the socio-economic status and deviant behaviour found in the majority of self-report studies is artificial or real (see i.a. Tribble, Axenroth, Hindelang Hirschi and Waise). Much can be said about the validity of a self-report questionnaire only on the grounds of the distributions of answers to the separate questions, Siemaszko found the percentage of affirmative answers to decrease monotonically with the increase of seriousness of the act and its scarcity in the general population. In the same study the percentage of affirmative answers to the question about being checked by the police was found to be higher than that concerning detention: also the level of deviance of elder as compared with younger and boys as compared with girls proved higher, These results agree with theoretical expectations, Hardt and Peterson-Hardt found the percentage of affirmative answers to the questions about acts commited during the last year to be generally lower than it is the case with questions that concerned also acts commited longer before. Not all of self-report questionnaires contain lie scales. Moreover, the researchers are not in agreeement as to the usefulness of such scales this type of studies (i.a. Farrington, Smart, Hardt, Peterson- Hardt). I seems that lie scales should be employed Questions should however be avoided which might be correlated with deviant behaviour, as in such case there is the danger of the lie scale becoming the reverse of that of deviance. The popularity of self-report studies was determined by the effectiveness of this method (relatively low cost 1ittle time consuming, promptitude and the possibility of examining large samples) Today, self-report studies have become popular in spite of the fact that many important methodological problems have not been solved yet.

Jennifer Croll. Bad Girls of Fashion: Style Rebels from Cleopatra to Lady Gaga. Illustrated by Ada Buchholc. Annick Press, 2016.Vancouver journalist and fashion historian Jennifer Croll, author of Fashion that Changed the World (2014), has here shifted gears to acquaint younger readers with the role of fashion in the history of women’s empowerment and liberation. Through the lens of biography, Croll traces the gradual rise of Girl Power reflected in, and partly driven by, the fashion choices of forty women, all of them “Style Rebels.” She divides them into ten categories that include Leaders, Modernizers, Instigators, Gender-Benders, Radicals, Decadents, and Freaks.Egypt’s Queen Cleopatra VII and England’s Queen Elizabeth I crafted their regal images partly through their fashion choices; Cixi, the Dowager Empress of China, also outlawed the binding and deforming of girls’ feet; the excesses of Frances’s Queen Marie Antoinette helped to seal her doom; Amelia Bloomer and George Sand (aka Aurore Dupin) scandalized nineteenth-century society by shunning traditional women’s clothing; Coco Chanel replaced traditional corsetry and petticoats with comfortable fashions (and gave the world an eponymous perfume); fashion magazine editors Diana Vreeland and Anna Wintour reigned as arbiters (many said “dictators”) of late-twentieth-century fashion; artists as geographically and culturally diverse as Japan’s Yoko Ono and Rei Kawakubo and Mexico’s Frida Kahlo influenced fashion with their idiosyncratic styles; movie stars such as Louise Brooks, Marlene Dietrich, Marilyn Monroe, Diane Keaton, and Cher Bono became trend-setters in fashion by expanding acceptable boundaries of femininity and gender; while pop-star singers Madonna, Lady Gaga, Björk, Rihana, Nicki Minaj, Beth Ditto, and the ladies of Pussy Riot pushed still further the limits of attention-grabbing self-expression in their attire (or lack of it).Croll’s cast of characters is a large one—this is only a partial list—but one that she stage-manages adroitly. It’s also one that could have been considerably expanded; one notes, for example, the absence of such iconic, fashion trend-setters as Katherine Hepburn and pioneer aviator Amelia Earhart. Book designer Natalie Olsen has provided a stunning layout, one awash in bold colours, and illustrated with both photographs and original, caricature portraits by Polish illustrator Ada Buchholc. In this serious contribution to social history, the author neither shuns, nor sensationalizes, but treats lightly some of her subjects’ love affairs, marital infidelities, sexual preferences, and the role and influence of Lesbian fashions. These nonetheless mark this excellent book as one best suited to older, the publishers suggest ages 12+, and adult readers. Recommended for all public, high-school, and academic curriculum libraries, as well as specialized women’s studies collections.Highly Recommended: 4 out of 4 starsReviewer: Merrill Distad Historian and author Merrill Distad enjoyed a four-decade career building libraries and library collections.

The international community has been alarmed by the report of an epidemic of respiratory viral infections (many of which have evolved into pneumonia) in Chinese schools: the Chinese National Health Commission sounded the alarm on November 13, 2023, hypothesizing that Mycoplasma Pneumoniae was involved in the genesis of the pneumonia cases [1]. Are we facing a new epidemic caused by an unknown virus or can this situation have logical explanations? On November 22, 2023, WHO (World Health Organization) asked the Chinese authorities for more details on this noted increase in respiratory diseases in children [1]. The Chinese authorities affirm that no new virus has been identified but that these are infections attributable to normal respiratory viruses, which are common for the season (Respiratory Syncytial Virus RSV, Influenza, Rhinovirus and Adenovirus) sometimes associated with Mycoplasma Pneumoniae. Mycoplasma pneumoniae is a bacterium without a cell wall (therefore resistant to penicillins), and as a result a Gram stain cannot be used. In 1938, Reimann described for the first time seven cases of pneumonia, which he defined as atypical due to its torpid evolution, and in 1944 Monroe Eaton discovered that the agent of these “atypical” pneumoniae was a germ later called Mycoplasma Pneumoniae [2]. In about 30% of Mycoplasma Pneumoniae infections in children, the pathogenic viruses are present [3]. A fact to consider is the increase in necrotizing pneumoniae deriving from Mycoplasma Pneumoniae, Streptococcus pneumoniae and Staphilococcus aureus. A French study by Lemaitre C et al found that in the period between 2009-2011 the cases of necrotizing pneumonia doubled, reaching 9% of pneumonia cases [4]. One of the possible causes of this increase would be antibiotic resistance. As far as Mycoplasma pneumoniae strains are concerned, resistance to macrolides may reach up to 18% in Asian countries [5]. In these cases, the careful use of tetracyclines, doxycycline and quinolones are recommended for bone and joint risk in children. Let's not forget that the presence of Mycoplasma Pneumoniae infections can be complicated by the onset of cold agglutinins syndrome [2]. So, what could be the causes of this “alert” that has shaken public opinion and the scientific community? It is possible that greater isolation and much more restrictive regulations in China than in other countries, during the SARS-CoV-2 pandemic, may have contributed to immunity “debt” (from fewer contacts) preventing the development of effective defenses against viruses commonly circulating in school communities during this period of time, and above all among younger children [6]. A greater immaturity of this immune defensive system may have been the basis of a rapid and widespread contagion of common respiratory viruses that have taken root more significantly in organisms that are therefore “less defended” and more exposed. One of the hypotheses that we consider most credible to explain the sharp reduction of other viruses in the SARS-CoV-2 pandemic phase, is that of the fundamental role of “viral interference”. It is known that the immune system “learns” to defend itself thanks to continuous infections, not only by producing antibodies (B lymphocytes) but also by maturing a gradual cell-mediated “Immune memory” (T lymphocytes); in children, this defensive system, not yet mature, is replaced by “innate immunity” that provides immediate defense, as well as the gradual production of the different types of Interferon that is stimulated by infectious insults, and that “interferes” with the possibility of other viral infections attacking the body [7]. If this hypothesis can be confirmed, it will reaffirm the importance of interferons in common infectious processes and will confirm one of the hypotheses of why Sars-Cov2, in children and adolescents, has a less serious clinical course due to the high amounts of interferon, such as type 1 (alpha and beta) for example, produced by plasmacytoid dendritic cells [8]. The other hypothesis formulated to explain the lower spread of other viruses during the SARS-CoV-2 pandemic, is that hygiene measures would have slowed down the spread of all infectious agents, but this should have also involved SARS-CoV-2 itself, which instead has remained prevalent over all other viruses. In any case, we must remember that periodically the world has been and will be plagued by pandemics which, with current facilitated transportation, will spread increasingly faster. For example, immediately after the SARS-CoV-2 pandemic WHO raised the alarm for the spread of monkey pox (monkeypox), even if this news was more subtle [9]. We thought we only had to deal with chronic diseases but the SARS-CoV-2 pandemic has reminded us that we must not let our guard down against infectious agents, just like Carlo Urbani taught us with SARS, and both humanity and nations must be aware of having to close borders quickly once the first infectious outbreaks occur. In addition, strengthening and maintaining an adequate infectious surveillance network, as well as adequate hospital facilities with adequately trained and informed personnel, is a necessity.

Ideal for student research and debate, this is the first single-volume reference work to examine, country by country, the history of U.S. involvement in 24 Latin American and Caribbean nations. It will help students to understand and debate the role of the United States in Latin America since the Monroe Doctrine in 1823 and whether in the long run U.S. intervention in the internal affairs of Latin American governments has been counterproductive. Each country and its relations with the United States is analyzed succinctly in an individual chapter. Dent, a noted expert on inter-American relations, organizes each chapter around major themes that illuminate both historical and contemporary issues, and shows how in recent years U.S. concerns have been transformed from issues of security and economic interests to drug trafficking, immigration, and trade pacts. Discussion of key events—wars, revolutions, and dictatorships—and lively accounts of the role of powerful individuals illustrate the causes and consequences of U.S. involvement. Each chapter features a timeline of events in the history of U.S. involvement in that country and a list of suggested readings on the country and its relationship with the United States. A glossary explains key terms used throughout the book. A number of comparative tables and charts put inter-American relations in perspective. A selection of editorial cartoons from the 1980's offer biting commentary on U.S. relations with its Latin American neighbors. Designed to meet the information needs of high school and college students and the general public, this reference work will guide the user to an understanding of the richness and complexity of the inter-American relationship over the last two centuries and provide both historical perspective and timely analysis of current problems confronting the United States and its neighbors to the south.

This fifth volume of The Papers of James Monroe presents many important and never-before published documents relating to the critical years 1803—1811, providing a documentary record of the early American Republic as well as of a future president of the United States. For academic scholars, college and high school students, and general readers interested in the history of the United States, The Papers of James Monroe series has established itself as the go-to resource for primary documents about President James Monroe and the early history of the United States. In this latest volume, readers have access to more than 400 annotated original documents, some of which have never before been published. This fifth volume of this acclaimed series presents a chronologically organized collection of documents covering the period from January 1803 through April 1811. Following an introductory essay, the subjects covered include Monroe's involvement in treaty negotiations with England, Spain, and France—most notably, those talks surrounding the Louisiana Purchase; his candidacy in the 1808 presidential election; and his appointment as secretary of state in 1811. The documents in this volume illuminate the decisions made by American, British, French, and Spanish leaders during this specific period, especially regarding events leading up to the War of 1812, which illustrate how monumental events such as war can result from the choices of certain key individuals.

This unique one-volume reference guide provides positive and empowering biographical sketches of 100 famous and well-known adoptees throughout time, serving to counter the many negative stereotypes that exist that exist about people who were adopted, fostered, or lived in orphanages. This work looks at the lives of people who, despite circumstances in their childhood, were able to succeed in making important contributions to art, music, science, literature, politics, and entrepreneurship. This work answers the call to obtaining difficult-to-find information about well-known adoptees. High school students and general readers who are interested in learning more about positive role models in adoption and children's issues will find this book invaluable. McCaslin outlines the parameters she used for inclusion in the book, and then discusses the history of adoption from ancient civilization to today's society. Each entry focuses on the early life of the subject, as well as his or her career and achievements. Entries include Aristotle, Edward Albee, Ingrid Bergman, Oksana Baiul, Ella Fitzgerald, Faith Hill, Marilyn Monroe, Dave Thomas, Orson Welles and many more.

In the year 1800 the United States was a fledgling nation. By the time the century ended we had expanded westward exponentially, stamped our imprint as the major power in the Western hemisphere, revolutionized our economy from agriculture to manufacturing, and suffered the schism of a civil war that nearly brought the nation as conceived by our forefathers to an end. To help students better understand the cataclysmic changes of this century, this unique resource offers detailed description and expert analysis of the most important 19th-century events in America: the Louisiana Purchase, the War of 1812, the Monroe Doctrine, Jacksonian Democracy, Abolition, the war with Mexico, the Civil War, the Industrial Revolution, the closing of the frontier, and the Spanish-American War. Each of these events is dealt with in a separate chapter. A factual introductory essay provides clear, concise information in chronological order. The interpretive essay, written in a widely appealing style by a recognized authority, then places each event in a broader context and explores the short-term and far-reaching ramifications of the event. A selected bibliography that follows identifies the most important and recent scholarship about the event. A full-page photo or illustration of each event portrays a visual component to the narrative. The volume contains three useful appendices: a glossary of names, events, and terms; a timeline of important events in 19th-century American history; and a list of 19th-century U.S. presidents, vice presidents, and secretaries of state. This work is an ideal addition to the high school, community college, and undergraduate reference shelf, as well as excellent supplementary reading in social studies and American history courses.

Scruggs played around Cleveland County through his schoolboy and teen years, wherever and whenever there was a spot available. Not yet a professional, he played with his brother at a fish camp, or open-air restaurant, on the broad river near the Flint Hill neighborhood. Times were hard and Earl got a job at Lily Mills in Shelby to help support his mother. He continued to play locally with groups such as the Orange Blossom Hillbillies and the Carolina Wildcats. Playing during breaks at the mill gave him his first sense that others would enjoy his music. Graduating from Boiling Springs High School, he took a job with regional favorites, the Morris Brothers, and then worked with Lost John Miller and the Allied Kentuckians in Knoxville as his last job before joining Bill Monroe on the Grand Ole Opry.

"In Haiti, the success rate in elementary school remains very low and the majority of teachers do not have sufficient knowledge of effective pedagogical approaches to writing which leads to demotivation and a low sense of effectiveness as scriptwriters among students. We chose slam as a genre of contemporary and urban poetry (Vorger, 2011) and the workshop device to work on slam poetic writing (Troia, Lin, Cohen and Monroe, 2011), ideal to improve students' writing skills, motivation and sense of effectiveness. The research took place in two primary schools in Port-au-Prince against the backdrop of a socio-political crisis. Twelve facilitators (10 women and 2 men), trained in advance, facilitated the workshops in 13 sessions of 90 minutes each. A total of 61 students aged 12-13 participated in the after-school writing workshops (26 boys and 38 girls). Students completed a questionnaire on their motivation and sense of writing skills before and after the program. A corpus of 41 texts of claimed poetry written by students is the subject of a thematic and linguistic analysis. The results indicate that students benefit from their writing and oral expression skills, self-confidence and empowerment, and that their texts demonstrate a high degree of linguistic creativity and thematic richness. The positive results are consistent with those obtained in other socio-cultural contexts (Patmanathan, 2014) regarding the impact of the writing workshops. They contribute to new knowledge about slam poetry as an appropriate literary genre for young people, even at the end of primary school."