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Brenda Stevenson for her continued encouragement and mentorship over the years and Prof pulse pressure under 30 1.5 mg indapamide with visa. Mellon Foundation funded study of "Knowledge and Postmodernism"21 with Joyce were both essential to my development in Intellectual History blood pressure medication zestoretic buy indapamide 2.5 mg online. Mc Bride, Dean of the Graduate School at Northwestern University, for his encouragement, I also owe a tremendous intellectual debt to the American Culture program at Northwestern University, which taught me the value of independent thought and action; specifically to Carl Smith, Henry Binford and Timothy Breen with whom I cut my teeth on hermeneutics, and to Prof. Kenneth Warren who taught me the value of Boston, the 21 the results of the Mellon seminar were published as an edited volume: Knowledge and Postmodernism in Historical Perspective, ed. Northwestern is also where I had the profound privilege to study cultural history with Prof. Sterling Stuckey (a fellow Memphian) and to be exposed to the Philosophy Department where I owe great debt to Profs. John McCumber, who introduced me to Classical Philosophy and Ethics, as well as to Stephen Toulmin and Thomas McCarthy who introduced me to the Philosophy of Science, specifically the work of Richard Dawkins and Thomas Kuhn. Finally - and perhaps overwhelmingly - I want to thank the Medill School of Journalism at Northwestern where Profs. John Reque, Pat Clinton and Abe Peck taught me everything I know about writing and editing. Humphreys for challenges and suggestions that she gave me early on in my research on Cartwright. Being raised in a religious environment in Memphis, Tennessee meant a ritual of thorough reading and rereading of the Bible. Joseph McGhee who - after stating the "thesis" of his sermon to the congregation and wiping his forehead - always proclaimed, "Now let us turn to the text. Major fields: American Culture and Journalism, Gender and Sexuality American Culture Thesis: "Strange Fruit: Masculinity and Progress in the Early Writing of W. Phenomenology Vision and the Problem of Historicism," during the "Civil Rights and Justice" exhibition at the Smithsonian Institution, Washington, D. Cartwright defined "Drapetomania" as the madness of black slaves running away from their white captors. Bynum is Director of the Wellcome Center for history of medicine at Cambridge University. Like many medical concepts, the term is taken from Medieval Latin psychiatria, literally "a healing of the soul," which is a Latinized form of the Greek terms psykhe-"mind" + iatreia "healing, care. The cause of this sulkiness and dissatisfaction should be inquired into and removed, or they are apt to run away or fall into the negro consumption. This dissertation examines what led Cartwright to hone in on widespread observations of black "rascality" and accusations of abolitionist "fanaticism" before the Civil War. On the whole I investigate what compelled him to invent the disease categories "Drapetomania" and "Dysaesthesia Aethiopica" as scientific explanations of black defiance. New York Times correspondent Frank Law Olmsted wrote extensively on outbreaks of "rascality" among slaves during the 1850s, indicating the preponderance of disobedient and radicalized behavior of blacks throughout the south, and providing some insight into what motivated Cartwright to concertize this widespread behavior in diagnostic terms. He declared that there was a spirit of "general insubordination" among blacks in the slave states. Census of 1850; following that appearance, Cartwright coined the term "Drapetomania" in 1851. For a fascinating look at how statistics and categories affect the creation and preponderance of the entity described, Ian Hacking offers his theory of "dynamic nominalism," in which the categories used to describe people influence the forms of experience that are possible for them to have. In 1821 Henry Dickerson of Kentucky put down a partial payment for "a negro woman named Rody" for $300 and agreed that an additional "three hundred thereof [was] to be paid in six months" from the time of purchase. However Dickerson claimed that the slave trader, John Butler of Adair County "practiced a shameful fraud" by "making sale of said negro to him. John Butler, (July 9, 1821), Case # 192, reel# 209,794, Kentucky; and for the lower south, see Division for Libraries and Archives, Frankfort, Kentucky; Records of the First Judicial District Court, Orleans Parish Louisiana, Case Records, Adelaide Duvigneau vs.

In my comparative reading of these novels pulse pressure 39 order indapamide 1.5mg fast delivery, I argue that their representations of environmental consciousness prehypertension numbers discount indapamide 2.5mg on line, social collaboration, and all-inclusive modes of interacting with the natural world provide models of co-existence in the context of the many socio-environmental injustices that threaten the continuation of many life forms on Earth, including humans. These novels evoke empathy and imagination, and add vital perspectives to the understudied field of environmentally conscious literature. Given that the Earth is our only home, the continued ecological devastation caused by the human species increasingly deserves our full attention. I argue that the all-inclusive Spiralist imaginary iv and the related literatures are apt ideological tools to help address the cognitive dissonance currently preventing sufficient social change. I also thank the members of my committee for their valuable input: to Professor Analisa Taylor for encouraging me to think about the politics behind each text and for inspiring me to pursue a doctoral degree; to Professor Lanie Milar for helping me to unearth my inconsistencies and to step outside of my assumptions; and to Professor Stephanie LeMenager for her kindness and support in lending her eco-conscious insights to my work. In addition, I would like to express special appreciation and thanks to Anny Zweifel and Sabina Carp for their ongoing, careful and extensive editing and profound moral support. Hundreds of children showed their support for the twenty-one young plaintiffs suing the United States Government outside the Federal Courthouse in Eugene, Oregon, March 9, 2016. In the external sense, it is the planet on which we live, wreathed in global atmosphere and distinct ecosystems, receiving light and energy from the sun. It includes the galactic and universal systems, comprised of forces and matter that scientists have only just begun to perceive. Our human bodies are temporary, ever-morphing chemical arrangements and exchanges, composed of the elements of the natural world: oxygen, carbon, hydrogen, nitrogen, calcium, phosphorus, potassium, sulfur, sodium, magnesium, and other trace elements, all formed long ago in the intense heat of exploding stars. From these perspectives, the natural world is all-encompassing: from the furthest reaches of the universe, all the way down to the infinitesimal atoms of oxygen in the air we breathe, continually absorbed by our blood in exchange for the carbon dioxide of each exhalation. In the physical sense, nothing exists outside the natural world; everything on earth is natural, even meteorites. Like all earthly beings, humans have grown from and within their ecosystems, and therefore everything we do is natural. As anthills are reconfigurations of already existing earthly materials, so too are skyscrapers. Even synthetic elements such as curium1 could be considered natural, in that they are the products of the activities of living beings on Earth. In the figurative sense, however, the term natural has come to mark a divide in the human world, separating civilization from its source and host, the natural world. From this notion of civilization emerge scales of hierarchy in which self-proclaimed "civilized" groups position themselves as superior to the natural world, as well as to "non-civilized" societies, a locus that rationalizes claims on other bodies and landbases. The European colonial project in Africa, Asia, and the Americas is a prime example of such domination. Physical Interrelation and Haitian Spiralism Haitian Spiralism offers a worldview that recognizes all phenomena within a chaotic yet interrelated process, constituting one of the many and diverse forms of resistance to colonial exploitation. In this way, the delimited foci of fields such as environmental studies and ecocriticism are exploded and infused into every aspect of language-based consciousness. This notion, so central to Spiralism, is currently missing Curium is a human-made transuranic radioactive chemical element developed in the 1940s. I maintain that Spiralism offers a valuable imaginary in which human existence unfolds in an intimate union with the natural world, and where the consciousness of interrelation takes center stage. Challenging manmade hierarchical divides, the Spiralist philosophy, while also a human construction, finds inspiration in patterns and processes of the natural world.

Responsiveness to mathematical problem solving instruction: Comparing students at risk of mathematics disability with and without risk of reading disability blood pressure home monitors buy generic indapamide 1.5mg. Factors that enhance sustained use of research-based instructional practices: A historical perspective on relevant research blood pressure medication sleepy buy cheap indapamide 1.5 mg. Teaching expressive writing to students with learning disabilities: A meta-analysis. Real world use of scientific concepts: Integrating situated cognition with explicit instruction. Writing next: Effective strategies to improve writing of adolescents in middle and high schools-A report to Carnegie Corporation of New York. Improving the writing performance, knowledge, and selfefficacy of struggling young writers: the effects of self-regulated strategy development. Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Outcomes for students with and without learning disabilities in inclusive classrooms. The effects of feedback interventions on performance: ahistorical review, a meta-analysis, and a preliminary feedback intervention theory. Paper presented at 37th Annual International Educational Research Conference, Fremantle, Western Australia. Scaffolding for engagement in learning: An observational study of elementary school reading instruction. The art and science of teaching: A comprehensive framework for effective instruction. Building background knowledge for academic achievement: Research on what works in schools. Classroom instruction that works: Research based strategies for increasing student achievement. Teaching the scientific method to at-risk students and students with learning disabilities through concept anchoring and explicit instruction. Principles of instruction: Researchbased strategies that all teachers should know. Searching for the best cognitive model for instructing students with learning disabilities: A component and composite analysis. Examining effects of writing interventions: Highlighting results for students with primary disabilities other than learning disabilities. Individual differences in response to early interventions in reading: the lingering problem of treatment resisters. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. Upon successful completion of this professional learning activity, the participant will be able to incorporate into his/her instruction the principles presented in this professional learning. Identify and describe innovative strategies, techniques, and/or materials appropriate for implementation or utilization in an inclusive setting 2. Identify innovative techniques, strategies, and/or materials, and describe in writing how each can be adapted to support specific inclusion objectives 3. Identify current research issues and trends in the field of inclusive education 4. Develop skills in analyzing school and/or classroom inclusive educational needs 6. Develop activities that address the issues surrounding the diverse needs of learners 9. Construct a list of resources available for assistance with inclusive practices 10. Define characteristics of inclusive education including specific models of support and the continuum of services for students with disabilities 11. Identify and address barriers to social and academic access and involvement in the general education setting for students with a severe cognitive disability 13. This course provides educators of music, visual arts, dance and theatre information about the foundations of exceptional student education, the provision of services for students with disabilities and instructional practices that can be used not only for students with disabilities, but with all students. The course provides participants with a historical overview of state and federal legislation and the impact of the legislation on the education of students with disabilities. It includes information on a multi-tiered system of supports and the problem-solving process.

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