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A mission statement that identifies the goals and aims of an honors program is a key step in program development. The National Collegiate Honors Council's Basic Characteristics of a Fully Developed Honors Program states unequivocally that a successful honors program "has a clear mandate from the institution's administration in the form of a mission statement or charter document that includes the objectives and responsibilities of honors and defines the place of honors in the administrative and academic structure of the institution." Such mission statements have now become standard for honors programs and colleges. Following a brief history of mission statements outside of the academic world, this paper examines the online mission statements of current honors programs. This study investigates the link between the content of U.S. honors programs' mission statements, goals to be achieved, performance indicators, and outcomes in order to determine if mission statements in the U.S. have served the purpose for which they are designed. Such a determination can offer important guidance to developing honors programs in other parts of the world.

This article presents an interview with Richard Luther of Tenafly High School in Tenafly, New Jersey. A 40-year veteran teacher who is retiring this year, Luther always assigns his Advanced Placement (AP) U.S. History students an extensive research paper and integrates their research into their coursework and preparation for the AP exam. In this interview, Luther explains how he guides students through the research and writing process. A reprint of roughly half of "Young Hickory: The Life and Presidency of James Knox Polk," which Rachel Waltman wrote for Luther during the 2009-2010 school year and which appeared in the Spring 2011 issue of the "Concord Review" is included. (Contains 73 endnotes.)

I approach this paper from a critical retro-reflective stance, which explores borders both physical and educational through my pedagogical experiences in a high school in India, home experiences in the geographical borderlands of Nepal and India, and my current work in Nepal and the United States. All of the anecdotes or data originate from my personal experiences that include my siblings, friends, neighbors, teachers, and students. Through these anecdotes, I attempt to show how multiple facets of border pedagogy influence what happens at the socio-psychological level and in science teaching and learning contexts. Critical retro-reflective pieces presented in this paper exemplify complex nature of complementarities and contradictories of identity, pedagogy, history, economics, culture, and experiences in classrooms, communities, and other cognitive spaces. Furthermore, what possibilities of border pedagogies and spaces exist that enhance science teaching and learning for equity and social justice. In the context of science education, there have always been struggles to find legitimate teaching and learning environments in which students are encouraged and supported to challenge dominant ways of knowing and understanding. Therefore, retro-reflective approach allows me to examine how geographical borders, in this case Nepal-India, and science classrooms as intellectual borders, present opportunities and struggles to deconstruct oppressive systems and reconstruct possibilities for socially just science learning spaces. The process of reflection aids in reexamining my own relationship to culture, language, history, and local economy with science education.

The printing press helped to spread literacy, civic discourse, and even political dissent in colonial America. Without paper, however, the invention of the moveable type printing press would have been insignificant. This crucial communication medium was hobbled by a critical shortage of the raw material needed for printed matter. Paper was in short supply in the colonies and in the new nation as it could only be made from rags, and there was constant difficulty in obtaining enough rags to keep the presses rolling. Pleas for this essential ingredient were constantly seen in the newspapers in early America and there were severe shortages of both paper and the rags from which it was made during the American Revolution. This article examines how desperate were the early Americans for the paper which was necessary both for firing the muskets and for spreading the rhetoric of Revolution. [ABSTRACT FROM PUBLISHER]

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In this article, the author reconstructs the data on Virginia's paper money regime using forensic accounting techniques. He corrects the existing data on the amounts authorized and outstanding, and reconstructs yearly data on previously unknown aspects of Virginia's paper money regime, including printings, net new emissions, redemptions and removals, denominational structures, expected redemption tax revenues, and specie accumulating in the treasury for paper money redemption. These new data form the foundation for narratives written on the social, economic, and political history of Virginia, as well as for testing models of colonial paper money performance. [ABSTRACT FROM AUTHOR]

I decompose the market value of Colonial New Jersey's paper money into its component parts, namely its real-asset present value and transaction premium. Its market value was predominately determined by its real-asset present value. I also find a small transaction premium that is positively associated with the quantity of paper money in circulation and with the land-bank method of paper money injection. This paper money was not a fiat currency. It traded below face value due to time-discounting not depreciation. [ABSTRACT FROM AUTHOR]

The article discusses the relevance of the release of U.S. government documents related to its involvement in the Vietnam War known as the Pentagon Papers in the 1970s to the early 21st century release of information by the journalistic organization WikiLeaks, particularly concerning the concepts of freedom of the press and censorship. The article examines the classified study of the Vietnam War conducted by the U.S. agency the Defense Department commissioned by U.S. defense secretary Robert McNamara, the role of U.S. military analyst Daniel Ellsberg in releasing the Pentagon Papers, and the actions of the administration of U.S. president Richard M. Nixon that led to the U.S. Supreme Court case New York Times v. United States. It also discusses former U.S. agency the National Security Administration (NSA) analyst Edward Snowden.

Forensic accounting is used to reconstruct the data on emissions, redemptions, and bills outstanding for colonial New Jersey paper money. These components are further separated into the amounts initially legislated and the amounts actually executed. These data are substantial improvements over what currently exists in the literature. They also provide a more complete and nuanced accounting of colonial New Jersey's paper money regime than what has been done previously for any British North American colony. Enough detail of the forensic accounting exercise is given for scholars to reproduce the data series from the original sources. [ABSTRACT FROM AUTHOR]

In this article, Maryland's non-legal-tender paper money emissions between 1765 and 1775 are reconstructed to determine quantities outstanding and redemption dates, providing a substantial correction to the literature. Over 80 per cent of this paper money's current market value was expected real asset present value and under 20 per cent was liquidity premium. It was primarily a real barter asset and not a fiat currency. The liquidity premium was positively related to the amount of paper money per capita in circulation. This paper money traded below face value due to time-discounting, rather than depreciation. Past scholars have simply confused depreciation with time-discounting. [ABSTRACT FROM AUTHOR]

As journalists from around the world descended on the South during the civil rights movement, the local southern press served largely as an ally to segregationists and the campaign for massive resistance to integration. Despite the best efforts of pro-segregation propagandists, the visiting press often presented perspectives and realities deemed a threat to the “southern way of life.” In response, outside journalists and news organizations became the targets of segregationist backlash, including sustained editorial attacks from within the southern press aimed at their alleged integrationist anti-southern agendas, affiliations, and motives. As outside journalists repeatedly experienced intimidation, ridicule, and even violence while covering the movement, southern editorials cultivated and fanned the flames of this already hostile environment. [ABSTRACT FROM AUTHOR]

This study offers a historical overview of U.S. paper money before and after its nationalization in 1861, drawing attention to its function as a medium of mass communication. Building upon recent scholarship concerning the social construction of money and national currencies, it is argued that U.S. currency is legitimated through visual strategies of rationalization and mystification, whereby the contractual obligations of the state are merged with the sacred bonds of national identity. [ABSTRACT FROM AUTHOR]

An essay is presented on boys' consumption of and contributions to U.S. children's periodicals in the late 19th and early 20th centuries. Particular focus is given to the magazines "Boys of New York" and "Happy Days". According to the author, boys' fiction periodicals, called story papers, provided opportunities for youths to shape their consumer culture, improve their writing abilities, and explore adult roles. Topics discussed include professional literacy and letters to the editor.

The article announces that Associate Editor Deborah Holtzman received the journal's Reviewer of the Year Award and the article "The Epidemic of Despair Among White Americans: Trends in the Leading Causes of Premature Death, 1999–2015" by E.M. Stein and others won the Paper of the Year Award.

The article presents a brief history of Young Adult Alternative Newsletter (YAAN) publication in the U.S. It mentions that the publication is considered as an antecedent of blogs which has mission to be heard, connect, share and communicate with other people of shared interests. It notes that it was created, lived, and ceased in the 1970's before blogs or even access to the personal computers has existed.

In November 2019, the Smithsonian hosted the "Transatlantic Seminar for Museum Curators and Educators: Museums as Spaces for Social Discourse and Learning." The program brought together German and American museum professionals and was co-sponsored by the Leibniz Institution, the Smithsonian Institution, and Fulbright Germany. On July 20, 2020 Britta Horstmann and Barbara Stauffer, two of the seminar participants, had the pleasure of sitting down with museum directors from two of the sponsoring organizations: Volker Mosbrugger, Director General of the Senckenberg Society for Natural Research, a member of the Leibniz Institution, and Kirk Johnson, Sant Director of the Smithsonian's National Museum of Natural History. The lively conversation covered a variety of topics, ranging from the imperative of sharing stories about an object's provenance to the power of harnessing citizen scientists to the importance of digitization, and suggested ideas for how U.S. and German museums might create a cooperative network for the future. While their perspective(s) are based on their experience(s) with large natural history museums, many of these themes are relevant for smaller, non-science museums as well.

By 1989, fascism had long been defeated in Europe, and reforms in the Soviet Union appeared to signify the collapse of communist ideology, prompting Francis Fukuyama to famously declare the 'end of history'. Since then, neoliberalism has been rolled out globally. This paper argues that, with regard to higher education, Fukuyama's claim that the pursuit of knowledge will be replaced by the 'satisfaction of sophisticated consumer demands' is prescient. What, then, prompted Fukuyama to qualify his predictions in 2018? Citing both the turmoil of Brexit and the election of Donald Trump, Fukuyama blames identity politics for the breakdown of consensus over what the nation is, or should be, and suggests that the promotion of creedal identity might rescue Western democracy from populism. This paper disagrees: using the examples of Brexit and the promotion of Fundamental British Values in schools, it argues that creedal identity has become another expression of populism. Rejecting the claim that identity politics are the ultimate source of populism, it argues that populism is the predictable outcome of recession in the market economy.

In late nineteenth-century USA, technological developments in paper production—a shift from a reliance on scarce cotton rag to plentiful wood—drastically reduced the price of newsprint. That decline helped overturn the reigning economics of the daily newspaper and resulted in the rise of new cheap papers with vastly expanded circulation. This novel mass press encompassed almost all Americans in the public sphere as represented by its pages. Focusing on newspapers in Detroit, this study examines the manifold consequences this shift had for the press's economics, its news agenda, and the implicit identity of the audience it addressed. The rise of a mass press in the late nineteenth century, however, was not specific to Detroit or the USA. As comparative historians have highlighted, the emergence of a mass press in Europe and elsewhere was a turning point that deeply marked the historical evolution of press systems around the globe. [ABSTRACT FROM AUTHOR]

The article discusses the position of the U.S. political group known as the Anti-Federalists concerning Section 10 of the U.S. Constitution and its abrogation of state powers regarding the issuance of paper money and debt relief. According to the article, Anti-Federalists often opposed Section 10 but made few formal objections to Section 10 and proposed no amendments to its significant provisions in the thirteen states that ratified the U.S. Constitution. The article examines paper money laws in the various states, why the Constitution banned state paper money, and the debate over the Constitution's ratification between Federalists and Anti-Federalists.

This article examines the contracts at Warner Bros. for two productions by director Arthur Penn as a case study to consider how these agreements shaped production cultures during the emergence of New Hollywood. Through the 1950s, the studio employed production-distribution agreements that used strict controls and regulations to mimic its in-house procedures. But in the 1960s, it preferred short-form joint venture agreements that allowed more direct control in shaping the film's production while turning the producers into self-regulators. As the contracts reveal, Warner Bros. reshaped their business to grant production culture control to producers while also ensuring the studio's corporate role in the New Hollywood landscape. [ABSTRACT FROM AUTHOR]

This paper presents two separate and contrasting "opinion pieces" on the subject of multiple intelligence. Over the past few years, James Delisle has become more and more bold in his attacks on Howard Gardner's theory of Multiple Intelligences (MI) and Joseph Renzulli's Schoolwide Enrichment Model (SEM). He has made numerous presentations at state and national conferences and written articles claiming that Gardner and Renzulli have advocated that all children are gifted and that services to identify gifted children have been diluted or eliminated as a result. Thus, Terri Bawden challenges Delisle to provide a single reference to substantiate his claim that Renzulli says one must produce a product to be gifted. Rather, Renzulli's programming model emphasizes product development and service-oriented activities as "vehicles" through which gifts and talents are manifested and nurtured. Bawden states that Delisle's strong accusations and misrepresentations are simplistic and naive. Perhaps some school districts have misinterpreted these theories and implemented them poorly, but these esteemed scholars should not be blamed for the trivialization of their ideas. In contrast, James R. Delisle states that Bawden presents a weak rebuttal to his views that is more defensive in tone than it is instructive, providing little depth and even less original analysis. He states that it is fine to champion Bawden's beliefs, but to be blind sighted by the ideas that SEM practices or MI theory can compensate for the lack of a definable, separate gifted program is preposterous, naive, simplistic, and groundless. Bawden should realize that MI and SEM are partial solutions to the full-time issue of how to serve the intellectual and emotional needs of children whose abilities and insights far surpass the typical.

This forum paper dialogues with Sheron Mark's "A bit of both science and economics: a non-traditional STEM identity narrative. In her paper, she discusses the development of a Science, Technology, Engineering, and Mathematics (STEM) identity by a young African American male during an informal STEM for Social Justice Program. Here, the discussion focuses on Black masculinities, identity formation, and the role of science educators in making STEM fields a welcoming place for young Black men. Drawing from Mark's data and discussion, this paper is a dialogue between science identity possibilities in the United States and in Brazil when we look at the intersections of race, gender, and socioeconomic status. Using the shared colonial past of both countries a connection is established to address race relations within science education. The main argument in this paper is that racism can no longer be denied and dismissed by the science education community worldwide and that intersectional approaches are needed to face this issue.

Between 2007 and 2017, El Sistema -- Venezuela's national system of youth orchestras -- enjoyed a seemingly unexplainable meteoric rise, followed by an equally spectacular sunset. Although it would be easy to dismiss this Sistema decade as being no more than a peculiar aberration of music education history, I assert that El Sistema more accurately represents a poignant return -- or ritornello -- to one of the recurring rationales for music education, namely social activism. By situating this brief but notable decade of Sistema enthusiasm amidst a wider historical context of Venetian Ospedali, British Brass Bands, and American Settlement Music Houses, I highlight and critique the use of social activism as a rationale for music education. Ultimately, I argue that the societal importance claimed by El Sistema and derivative music education initiatives is not tenable, especially in consideration of the unremarkable legacies of similar socio-musical endeavours. I also argue that a stronger socio-musical lens would be advantageous for the field of music education to adopt. Thus, in addition to establishing a centuries-long pattern of socio-musical ritornellos, the purpose of this paper is to use a rise-and-fall dialectic to further explore the complexity of music education and its capacity for directly addressing society's inequities.

This paper takes on a different address to youth fitness testing from previous literature by applying a cross-cultural comparison of youth fitness testing in both the US and China. Utilizing a modified version of Bronfenbrenner's Ecological Model, the chronosystem (historical evolution over time), and macrosystem (social and cultural vantage point) factors, in particular, are explored within the realm of youth fitness testing. From the lens of this model changes and characteristics of youth fitness testing practice are identified. It is concluded that both fitness testing batteries were revised periodically as time passes, even though more revisions and debates occurred in the US. Although both countries made the shift from skill-related fitness to health-related fitness, social and cultural values in both countries dictated the implementation styles of youth fitness testing and the use of the current youth fitness testing results. Future theoretical research on youth fitness testing should investigate the other three factors of the model.

The article focuses on the papers of the 19th-century British art connoisseur and curator George Scharf. The author notes that the papers, which are housed at the National Portrait Gallery in London, England, represent a remarkable repository of unpublished information regarding hundreds of old master paintings. Particular focus is paid to a series of papers relating to the art collections of the industrialist Abraham Darby IV and the art dealer John Watkins Brett. The paintings, which toured the U.S. in the 1830s, are related to early efforts to establish the first American national gallery. In addition, the author comments on the display of the paintings at the "Art Treasures of the United Kingdom" exhibition held in Manchester, England in 1857.

There has been a recent surge of interest in cooking skills in a diverse range of fields, such as health, education and public policy. There appears to be an assumption that cooking skills are in decline and that this is having an adverse impact on individual health and well-being, and family wholesomeness. The problematisation of cooking skills is not new, and can be seen in a number of historical developments that have specified particular pedagogies about food and eating. The purpose of this paper is to examine pedagogies on cooking skills and the importance accorded them. The paper draws on Foucault's work on governmentality. By using examples from the USA, UK and Australia, the paper demonstrates the ways that authoritative discourses on the know how and the know what about food and cooking--called here "savoir fare"--are developed and promulgated. These discourses, and the moral panics in which they are embedded, require individuals to make choices about what to cook and how to cook, and in doing so establish moral pedagogies concerning good and bad cooking. The development of food literacy programmes, which see cooking skills as life skills, further extends the obligations to "cook properly" to wider populations. The emphasis on cooking knowledge and skills has ushered in new forms of government, firstly, through a relationship between expertise and politics which is readily visible through the authority that underpins the need to develop skills in food provisioning and preparation; secondly, through a new pluralisation of "social" technologies which invites a range of private-public interest through, for example, television cooking programmes featuring cooking skills, albeit it set in a particular milieu of entertainment; and lastly, through a new specification of the subject can be seen in the formation of a choosing subject, one which has to problematise food choice in relation to expert advice and guidance. A governmentality focus shows that as discourses develop about what is the correct level of "savoir fare", new discursive subject positions are opened up. Armed with the understanding of what is considered expert-endorsed acceptable food knowledge, subjects judge themselves through self-surveillance. The result is a powerful food and family morality that is both disciplined and disciplinary.

This paper traces the century-long history of a library that has served teacher preparation programs in Calgary, Alberta, since 1909. It looks at how this library's role and collections adapted to shifting notions of what constituted good teacher education and changing economic circumstances. In recounting this history, the paper examines the historical circumstances that created a separate education library at the University of Calgary and how issues of group and professional identity contributed to its continuing existence. The various themes which emerge may be common to many North American education libraries.

During this centennial year of the American Society of Animal Science (ASAS), it is of interest to look back over the history of our Society and, in particular, to the many contributions made by researchers in the area of swine nutrition. A great number of basic and applied research studies involving the nutrition of weanling, growing, and finishing pigs, and gestating and lactating sows have been conducted by swine nutritionists during the past 100 yr. Most of these studies were conducted at universities by animal scientists or by the graduate students under their leadership. Others were conducted by nutritionists in the feed and pharmaceutical industries and government scientists at ARS/USDA research centers. Contributions were also made by animal scientists beyond our borders. Much of the research was published in the Journal of Animal Science during its 66 yr of existence. Before the first issue of the journal was published in 1942, some of the earlier studies were reported in the Proceedings of the Annual Meeting of the Society of Animal Production, the forerunner of ASAS. These research studies have progressively led to a better understanding of the role and utilization of dietary energy, protein, AA, carbohydrates, fats, minerals, and vitamins by pigs and have helped to quantify the nutrient requirements of pigs for various stages of growth, for sows during gestation and lactation, and to a limited extent, for boars. Determining the nutritional value of a wide array of feedstuffs, evaluating feeding strategies, and assessing the value of growth-promoting and carcass-enhancing agents have been important research contributions as well. To identify the particular studies that were among the most instrumental in contributing to our present knowledge of swine nutrition is, to say the least, a daunting assignment. To aid in this task, a survey of swine nutritionists was conducted in which they were asked to identify and rank the 10 most significant findings in swine nutrition during the past 100 yr. The results of that survey are presented in this paper. [ABSTRACT FROM AUTHOR]

The field of Postcolonial Studies is one of the academic fashions that has arisen in an attempt to amend or replace radical theories of social power since the alleged discrediting of Marxism. The Canadian case is more ambiguous. Postcolonialism, already an essentially contested concept, is especially conflicted where Canada is concerned. Canada has certainly had a colonial past, with parts of its territory having been claimed by one European power or another since Giovanni Caboto (alias Jean Cabot, a.k.a. John Cabot) landed in Newfoundland in 1497. Canada, however, is unlike countries such as Peru, Congo, Iraq, India, and Malaysia whose indigenous populations were politically repressed and economically exploited during long periods of alien cultural domination. As Cynthia Sugars (2004) has pointed out, like other "settler-invaded cultures," the application of postcolonial methodology is problematic because of Canada's "location within the industrialized West [and] because of its treatment of its aboriginal peoples and other minorities. [So], questions proliferate: Is Canada postcolonial? Who in Canada is postcolonial? Are some Canadians more postcolonial than others?" Elements of this story have cropped up in the work of the widely respected US sociologist, Seymour Martin Lipset. The genuine and original "Canadian identity," Lipset says, is "the result of a victorious counterrevolution, and in a sense must justify its raison d'etre by emphasizing the virtues of being separate from the United States."

A birth certificate establishes a child's legal identity and age, but few quantitative estimates of the significance of birth registration exist. Birth registration laws were enacted by U.S. states in the 19th and early 20th centuries. Using 1910-1930 census data, this study finds that minimum working age legislation was twice as effective in reducing under-aged employment if children had been born with a birth registration law, with positive implications for school attendance. There is some evidence that registration laws also improved the enforcement of schooling laws for younger children. A retrospective analysis with the 1960 census shows that the long-term effect of registration laws was to increase educational attainment by approximately 0.1 years. [ABSTRACT FROM AUTHOR]

The author examines the ability of Catholics in the American South to utilize the language of honor, a major facet of Southern political culture. The 1843 newspaper clash on the Apocrypha between Patrick Lynch (future bishop of Charleston, South Carolina) and James Henley Thornwell (influential Old School Presbyterian minister) demonstrated that Catholics in the South had adapted well to republican politics. The debate transcended doctrine and became an "affair of honor ." Catholics in the antebellum South learned to use the tools of Southern political discourse to demonstrate their sectional loyalty while rigorously defending Catholic doctrinal positions. [ABSTRACT FROM AUTHOR]

I reconstitute the spending obligations and revenue sources of colonial New Jersey's provincial government for the years 1704 through 1775 from primary sources using forensic accounting techniques. I identify and analyze the methods for raising revenue to meet normal peacetime and emergency wartime expenses. I calculate the provincial tax burdens imposed on New Jersey's citizens. I identify how Britain interfered with New Jersey's fiscal structure. I estimate what the revenues and tax burdens would have been without this interference. New Jersey paid for war expenses by issuing bills of credit, spreading the tax burden of redeeming these bills into the future. New Jersey paid its yearly administrative costs with current property taxes and with current interest earnings from loaning paper money. In the absence of British interference and wars, New Jersey could have driven tax burdens to zero by using interest earnings to pay for all its provincial administrative costs. [ABSTRACT FROM PUBLISHER]