Academic literature on the topic 'Wheelers Hill Campus History'

Abstract UNC Charlotte’s Atkins Library, along with the History Department and Charlotte Mecklenburg Public Library, in response to violence, hatred and killings in both South Carolina and Virginia in 2015 and 2017, and contentious arguments over the presence of Confederate monuments, particularly on the campus of UNC Chapel Hill, proposed a series of public forums to address the controversy. With funds from the UNC Charlotte Chancellor’s Diversity Fund, plans were made to sponsor a total of five programs, each addressing a way to combat long-held myths and deliver truths about North Carolina’s history during the Confederacy. This series of programs, Beyond the Myths: The American Civil War in History and Memory, held in February and March 2019, took place on the main and downtown campuses of UNC Charlotte and at the Sugar Creek Branch of the Charlotte Mecklenburg Public Library. The planning and delivery of the series, marketing efforts and follow-up are detailed in this article.

Driven by our code of ethics and our call to reckon with our embeddedness within a white supremacist institution in the US South, the UNC-Chapel Hill School of Social Work re-visioned our approach to the MSW curriculum. Using case study methods, we trace our history and on-going work through interviews, document review, and community conversations, centering student voices. Students interviewed spoke about activism prompted by racist events on campus and nationally, and the inadequate response from the administration. Their efforts led to school-wide initiatives including curriculum shifts and accountability and action. The first-year generalist course, Confronting Oppression and Institutional Discrimination was restructured and resituated. Critical Race Theory was infused across the coursework. Two new working groups were created: The Anti-Racism Task Force and Reconciliation Standing Committee. Efforts to address racism and white supremacy in academic spaces require sustained activism to expose how racism is embedded within our institutions. While much work remains in the practice of becoming an antiracist institution, this model can serve as a prototype for others as they work to create programs that are site-specific and universally reflective of the institutional changes we need.

Abstract Literary scholars in recent years have endowed institutions with tremendous explanatory power, insisting that these social formations exercise a determining influence on cultural production. The fiction that institutions can impose themselves as coherent subjects on cultural activity has its origins in the Progressive Era and persists today across a variety of social contexts beyond literary studies, surfacing even (and especially) in moments of institutional precarity. This essay examines three such moments: the losing football games in Owen Johnson’s early campus novel Stover at Yale (1912) and Don DeLillo’s postwar experimental novel End Zone (1972) and Jay M. Smith and Mary Willingham’s exposé of the athletics scandals at the University of North Carolina at Chapel Hill, Cheated (2015). The fact that the institutional analysis of End Zone and the institutional critique of Cheated so closely resemble the celebration of institutions in Stover at Yale—the fact that the progressive fiction of institutional subjecthood has reasserted itself even when writers like DeLillo, Smith, and Willingham set out to denaturalize it—reflects the fundamental inadequacy of recent critical attempts to fathom literary history at the scale of the institution.

J. M. MacKenzie. The Partition of Africa, 1880-1900. London and New York: Methuen, 1983. Pp. x, 48. Paper, $2.95. Review by Leslie C. Duly of Bemidji State University. C. Joseph Pusateri. A History of American Business. Arlington Heights, Illinois: Harlan Davidson, Inc., 1984. Pp. xii, 347. Cloth, $25.95; Paper, $15.95. Review by Paul H. Tedesco of Northeastern University. Russell F. Weigley. History of the United States Army. Enlarged edition. Bloomington: Indiana University Press, 1984. Pp. vi, 730. Paper, $10.95. Review by Calvin L. Christman of Cedar Valley College. Jonathan H. Turner, Royce Singleton, Jr., and David Musick. Oppression: A Socio-History of Black-White Relations in America. Chicago: Nelson-Hall, 1984. Cloth, $24.95; Paper, $11.95. Review by Thomas F. Armstrong of Georgia College. H. Warren Button and Eugene F. Provenzo, Jr. History of Education and Culture in America. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1983. Pp. xvii, 370. Cloth, $20.95. Review by Peter J. Harder. Vice President, Applied Economics, Junior Achievement Inc. David Stick. Roanoke Island: The Beginnings of English America. Chapel Hill and London: University of North Carolina Press, 1983. Pp. xiv, 266. Cloth, $14.95; Paper, $5.95. Review by Mary E. Quinlivan of the University of Texas of the Permian Basin. John B. Boles. Black Southerners 1619-1869. Lexington: The University Press of Kentucky, 1983. Pp. ix, 244. Cloth, $24.00; Paper, $9.00. Review by Kay King of Mountain View College. Elaine Tyler May. Great Expectations: Marriage and Divorce in Post-Victorian America. Chicago: University of Chicago Press, 1980. Pp. viii, 200. Cloth, $15.00; Paper, $6.95. Review by Barbara J. Steinson of DePauw University. Derek McKay and H. M. Scott. The Rise of the Great Powers, 1648-1815. London: Longman, 1983. Pp. 368. Paper, $13.95. Review by Linda Frey of the University of Montana. Jack S. Levy. War in the Modern Great Power System, 1495-1975. Lexington: The University Press of Kentucky, 1983. Pp. xiv, 215. Cloth, $24.00. Review by Bullitt Lowry of North Texas State University. Lionel Kochan and Richard Abraham. The Making of Modern Russia. Second Edition. New York: Penguin Books, 1983. Pp. 544. Paper, $7.95. Review by Pasquale E. Micciche of Fitchburg State College. D. C. B. Lieven. Russia and the Origins of the First World War. New York: St. Martin's Press, 1983. Pp. 213. Cloth, $25.00. Review by Joseph M. McCarthy of Suffolk University. John F. V. Kieger. France and the Origins of the First World War. New York: St. Martin's Press, 1983. Pp. vii, 201. Cloth, $25.00. Review by Robert B. Luehrs of Fort Hays State University. E. Bradford Burns. The Poverty of Progress: Latin Amerca in the Nineteenth Century. Berkeley: University of California Press, 1980. Pp. 185. Paper, $6.95. Review by Robert Fischer of the Southern Technical Institute. Anthony Seldon and Joanna Pappworth. By Word of Mouth: Elite Oral History. London and New York: Methuen, 1983. Pp. xi, 258. Cloth, $25.00; Paper, $12.95. Review by Jacob L. Susskind of the Pennsylvania State University, The Capitol Campus.

RESUMENEl nacimiento en la Antigua Roma de niños con rasgos sexuales masculinos y femeninos a la vez, los llamados andróginos o hermafroditas, eran considerados como un gravísimo prodigio. Su expiación, necesaria para el restablecimiento de las buenas relaciones entre los hombres y los dioses, quedó en manos exclusivamente de mujeres: ancianas, matronas y virgines.PALABRAS CLAVE: Antigua Roma, Matrona, prodigio, expiación, andróginoABSTRACTThe birth in ancient Rome of children with both male and female sexual features, so-called androgynes or hermaphrodites, was regarded as a an extraordinary phenomenon. Their expiation, necessary for the restoration of good relations between men and gods, remained exclusively in the hands of women: old women, midwives and virgines.KEY WORDS: Ancient Rome, midwife, prodigy, expiation, androgynus BIBLIOGRAFÍAAbaecherly Boyce, A. (1937), “The expiatory rites of 207 B. C.”, TAPhA, 68, 157-171.Allély, A. (2003), “Les enfants malformés et considerés comme prodigia à Rome et en Italie sous la République”, REA, 105, 1, 127-156.Allély, A. (2004), “Les enfants malformés et handicapés à Rome sous le Principat”, REA, 106, 1, 73-101.Androutsos, G. (2006), “Hermaphroditism in Greek and Roman antiquity”, Hormones, 5, 214-217.Berthelet, Y. (2010), “Expiation, par les autorités romaines, de prodiges survenus en terre alliée: Quelques réflexions sur le statut juridique des territoires et des communautés alliés, et sur le processus de romanisation”, Hypothèses, 13, 1, 169-178.Berthelet, Y. (2013), “Expiation, par Rome, de prodiges survenus dans les cités alliées du nomen latinum ou des cités alliées italiennes non latines”, L´Antiquité Classique 82, 91-109.Breglia Pulci Doria, L. (1983), Oracoli Sibillini tra rituali e propaganda (Studi su Flegonte di Tralles), Napoli, Liguori Editori.Brisson, L. (1986), “Neutrum utrumque. La bisexualité dans l´antiquité gréco-romaine”, en L´Androgyne, Paris, Albin Michel, 31-61.Brisson, L. (1997), Le sex incertain. Androgynie et hermaphroditisme dans l´Antiquité gréco-romaine, Paris, Les Belles Lettres.Caerols, J. J. (1991), Los Libros Sibilinos en la historiografía latina, Madrid, Editorial Complutense.Cantarella, E. (2002), Bisexuality in the Ancient World, New Haven CT, Yale University Press.Cantarella, E. (2005), “The Androgynous and Bisexuality in Ancient Legal Codes”, Diogenes, 52, 5, 5-14.Cid López, R. M. (2007), “Las matronas y los prodigios. Prácticas religiosas femeninas en los ‘márgenes’ de la religión romana”, Norba, 20, 11-29.Cousin, J. (1942-1943), “La crise religieuse de 207 av. J.-C.”, RHR, 126, 15-41.Crifò, G. (1999), Prodigium e diritto: il caso dell’ermafrodita, Index, 27, 113-120.Champeaux, J. (1996), “Pontifes, haruspices et décemvirs. L´expiation des prodiges de 207”, REL, 74, 67-91.Dasen, V. (2005), “Blessing or portents? Multiple births in ancient Rome”, en K. Mustakallio, J. Hanska, H.-L. Sainio, V. Vuolanto (éds.), Hoping for continuity.Childhood, education and death in Antiquity and the Middle Ages (Acta Instituti Romani Finlandiae XXXIII), Rome, 72-83.Delcourt, M. (1958), Hermaphrodite. Mythes et rites de la bisexualité dans l´antiquité classique, Paris, PUF.Delcourt, M. (1966), Hermaphroditea. Recherches sur l´être double promoteur de la fertilité dans le monde classique (Coll. Latomus 86), Bruxelles, Latomus.Doroszewska, J. (2013), “Between the monstrous and the Divine: Hermaphrodites in Phlegon of Tralles´Mirabilia”, Acta Ant. Hung, 53, 379–392.Freyburger, G. (1977), “La supplication d´actions de grâces dans la religion romaine archaïque”, Latomus, 36, 283-315.Freyburger, G. (1988), “Supplication grecque et supplication romaine”, Latomus, 47, 3, 501-525.Garland, R. (1995), The Eye of the Beholder. Deformity and Disability in the Graeco-Roman World, London, Duckworth.Graumann, L. A. (2013), “Monstrous Births and Retrospective diagnosis: the case of Hermafrodites in Antiquity”, en Chr. Laes, C.F. Goodey, M. Lynn Rose (eds.), Disabilities in Roman antiquity: disparate bodies, a capite ad calcem (Mnemosyne, supplements. History and archaeology of classical antiquity, 356), Leiden-Boston, Brill, 181-210.Guittard, Ch. (2004), “Les prodiges dans le livre XXVII de Tite-Live”, Vita Latina, 170, 56-81.Halkin, L. (1953), La supplication d´action de grâces chez les Romains, Paris, Les Belles Lettres.Lake, A. K. M. (1937), “The Supplicatio and Graecus Ritus”, en R.P. Casey, S. Lake- A.K. Lake (eds.), Quantulacumque: Studies Presented to Kirsopp Lake, London, Christophers, 243-251.Louis, P. (1975), Monstres et monstruosites dans la biologie d’Aristote, en J. Bingen, G. Cambier, G. Nachtergael (éd.), Le monde grec: pensée, litterature, histoire, documents. Hommages à Claire Préaux, Bruxelles, Éditions de l´Université de Bruxelles, 277-284.Mac Bain, B. (1982), Prodigy and expiation: a study in Religion and Politics in Republican Rome (Coll. Latomus 117), Bruxelles, Latomus.Maiuri, A. (2012), “Deformità e difformità nel mondo greco-romano”, en M. Passalacqua, M. De Nonno, A. M. Morelli (a cura di), Venuste noster. Scritti offerti a Leopoldo Gamberale (Spudasmata 147), Zurich, Georg Olms Verlag, 526-547.Maiuri, A. (2013), “Il lessico latino del mostruoso”, en I. Baglioni (a cura di), Monstra. Costruzione e Percezione delle Entità Ibride e Mostruose nel Mediterraneo Antico (Religio Collana di Studi del Museo delle Religioni “Rafaele Pettazzoni”), Roma, Quasar, Vol.II, 167-177.Mazurek, T. (2004), “The decemviri sacris faciundis: supplication and prediction”, en C.F. Konrad (ed.), Augusto augurio. Rerum humanarum et divinarum commentationes in honorem Jerzy Linderski, Stuttgart, Steiner Verlag, 151-168.Mineo, B. (2000), “L´anneé 207 dans le récit livien”, Latomus, 52, 512-540.Monaca, M. (2005), La Sibilla a Roma. I libri sibillini fra religione e politica, Cosenza, Giordano.Montero, S. (1993), “Los harúspices y la moralidad de la mujer romana”, Athenaeum. 81, 647-658.Montero, S. (1994), Diosas y adivinas. Mujer y adivinación en la Roma antigua, Madrid, Trotta.Montero, S. (2008), “La supplicatio expiatoria como factor de cohesión social”, en N. Spineto (a cura di), La religione come fattore di integrazione: modelli di convivenza e di scambio religioso nel mondo antico. Atti del IV Convegno Internazionale del Gruppo di Ricerca Italo-Spagnolo di Storia delle Religioni Università degli Studi di Torino (29-30 sept. 2006), Alessandria, Edizioni dell´Orso.Moussy, C. (1977), “Esquisse de l’histoire de monstrum”, RÉL, 55, 345-369.Péter, O. M. (2001), “Olim in prodigiis nunc in deliciis. Lo status giuridico dei monstra nel diritto romano”, en G. Hamza, F. Benedek (hrsg.), Iura antiqua-Iura moderna. Festschrift für Ferenc Benedek zum 75. Geburtstag, Pecs, Dialóg Campus Kiadó, 207-216.Sandoz, L. Ch. (2008), “La survie des monstres: ethnographie fantastique et handicap à Rome, la force de l´imagination”, Latomus, 68, 21-36.Scheid, J. (1988), “Les livres Sibyllins et les archives des quindecémvirs”, en C. Moatti (ed.), La mémoire perdue. Recherches sur l´administration romaine, Paris, École Française de Rome, 11-26.Schulz, C. E. (2006), Women´s Religious Activity in the Roman Republic, Chapel Hill, University of North Carolina Press.Segarra, D. (2005), “La arboricultura y el orden del mundo: de Vertumnus al ‘Dios’ que planta e injerta”, en R. Olmos, P. Cabrera, S. Montero (eds.), Paraíso cerrado, jardín abierto: el reino vegetal en el imaginario del Mediterráneo, Madrid, Polifemo, 207-232.Segarra, D. (2006), “‘Arboricoltori sacri’. L’operato degli aruspici nella sfera vegetale”, en M. Rocchi, P. Xella, J. A. Zamora (a cura di), Gli operatori cultuali, Atti del II Incontro di studio organizzato dal “Gruppo di contatto per lo studio delle religioni mediterranee” (Roma, 10 - 11 maggio 2005), Verona, Essedue.Trentin, L. (2011), “Deformity in the Roman Imperial Court”, G&R, II S., 58, 195-208.Vallar, S. (2013), “Les hermaphrodites l’approche de la Rome antique”, RIDA, 60, 201-217.

Se ha escrito mucho en relación al tema ambiental y hemos escuchado innumerables discursos políticos en los que se dice demasiado y poco se lleva a la práctica. En nuestro país, la legislación ambiental se transgrede, la gente permanece indiferente ante la destrucción de su entorno, contribuyendo a empeorar la situación; por ello, urge un cambio de actitud a través de la educación, brindando la oportunidad de informar y desarrollar acciones ambientales concretas en donde la participación sea de manera inmediata, activa y asertiva. El Plan de Estudios del Bachillerato de la Universidad Autónoma de Querétaro incluye la asignatura de Formación Ambiental impartida en el sexto semestre, cuyo contenido programático permite desarrollar habilidades, actitudes y valores que contribuyen al desarrollo sustentable de manera crítica, con acciones responsables en la identificación y análisis de los problemas reales del entorno, con el enfoque de formar profesionistas capacitados en la solución de problemas ambientales. Actualmente se confronta la amenaza ambiental más crítica de la historia: deterioro del suelo, del agua y de los recursos marinos, esenciales para la producción alimentaria, contaminación atmosférica, pérdida de biodiversidad, daño a la capa de ozono y al cambio climático global. La sustentabilidad ambiental se refiere a la administración racional de los recursos naturales, de manera que sea posible mejorar el bienestar de la población actual sin comprometer la calidad de vida de las generaciones futuras[1]; permitiendo que desde el interior del plantel educativo se generen acciones a través del trabajo colaborativo para lograr un ambiente integral, limpio, sano y armónico. En los últimos tres años el abordaje de los contenidos de la asignatura de Formación Ambiental se realiza conformando brigadas de trabajo que permiten ejecutar acciones inmediatas, en colaboración del personal administrativo, alumnos, maestros y padres de familia, en el cuidado de las áreas verdes, recolección de PET, ahorro de energía eléctrica y agua, contaminación visual y auditiva, reciclaje de papel, elaboración de composta, cultivo hidropónico, divulgación ecológica y supresión del tabaquismo; con el objetivo de formar individuos competentes en la toma de decisiones a problemas urgentes como es el Desarrollo Sustentable. [1] Méndez, J., (2008) Problemas Económicos de México,Mc. Graw Hill, Ed. 6ª. México. p. 48 Much has been written in relation to environmental issues and has heard countless political speeches in which he says too little is put into practice. In our country, environmental regulations are violated and people are indifferent to the destruction of their environment and contribute to worsening the situation. Faced with this problem it is necessary to achieve a change in attitudes through education, to give our students the opportunity to develop specific environmental actions in which they participate in immediate, active and assertive, with this, in the Baccalaureate curriculum at the Universidad Autónoma de Querétaro includes Environmental Training course that is taught in the sixth semester, containing program that allows the development of skills, attitudes and values ​​that contribute to sustainable development in a critical way, with responsible actions enabling the identification and analysis of the real problems of environment, so as to obtain the foundation for a future that integrates the student as a professional in solving many environmental problems. Currently facing the most critical environmental threat in history, ground deterioration , water and marine resources essential to food production rising, air pollution, biodiversity loss, but not less important damage to the ozone layer and global climate change. Talk of environmental sustainability refers to the efficient and rational management of natural resources, so it is possible to improve the welfare of the people today without compromising the quality of life of future generations, allowing it from inside the campus generate strategies through the collaborative work environment that may lead to a comprehensive, clean, healthy and harmonious. In our institution we have done in the past three years' experience in dealing with the contents of the Environmental Training course, forming work teams that can implement immediate actions with the participation of administrative staff, students, teachers and parents, in the care of green areas, collection of PET, saving electricity and water pollution, visual and auditory, paper recycling, composting, hydroponics, organic outreach, collection of batteries and elimination of smoking, with the aim of contribute to the formation of competent individuals in making decisions to urgent problems such as Sustainable Development.

Literature that recounts the history of nineteenth-century Southern higher education includes Civil War-related issues as part of a larger, longitudinal narrative. In cases concerning the war years (1861-1865), existing publications focus on the closure, destruction, and reformation of regional colleges and universities due to student enlistment, the burning of buildings by Union troops, campus conversions to military barracks or army hospitals, etc. Few, however, focus completely on the Civil War South—even fewer provide detailed case examples that extol the persistence of some Southern colleges during the fray. Though most Southern institutions of higher education did close during the war, a handful of academies remained open, weathering the storm and providing instruction to remaining students. While related literature provides interesting insights regarding college student military service, the role some professors played as Confederate officers, and the reemergence of Southern higher education following the war, this text showcases how some colleges and universities remained open while battles rages in nearby fields, towns, and ports via in-depth case “episodes” of eleven Southern institutions of higher education: South Carolina Military Academy (The Citadel), Wofford College, Mississippi College, Spring Hill College, Tuskegee Female College, (present-day Huntingdon College), Mercer University, Wesleyan College, the University of Virginia, the Virginia Military Institute, the University of North Carolina, and Trinity College (now known as Duke University). This volume provides pertinent information that underscores events that occurred at each institutional site prior to, during, and after the deadliest internal conflict in American history.

Had the idea of such an invitation ever crossed my mind, I would have thought the chances of being asked to give the Haskins Lecture as a good deal less likely than being struck by lightning. I found it a stunning experience, and I cannot be sure that I have recovered sufficiently to deliver a coherent response. I can only assume that I was selected because I am one of a rare species in the United States—an historical humanistic geographer—and someone must have suggested it might be of interest to have a look at such a creature, see how he might describe himself and hear how he got into such an obscure profession. Geographers are an endangered species in America, as, alas, attested by their status on this very campus [the University of Chicago], where one of the oldest and greatest graduate departments, founded ninety years ago, has been reduced to some sort of committee, and the few remaining geographers live out their lives without hope of local reproduction. I shall have more to say about this general situation, for while I have never personally felt endangered, no American geographer can work unaware of the losses of positions we suffered over many years and of the latent dangers of sudden raids from preying administrators who see us as awkward and vulnerable misfits who can be culled from the expensive herds of academics they try to manage. I have always been a geographer, but it took me a while to learn that one could make a living at it. My career began when I first looked out upon a wider world from a farmhouse on a hill overlooking a small town on the eastern edge of Washington State. My arrival on this earth at that particular place was the result of the convergence (this is a geographer’s explanation of such an event) of two quite common strands of American migration history. My paternal grandparents emigrated from a village in Saxony to Iowa in 1880, following the path of some kin.