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In August 1945, Imperial Japan surrendered to the Allied Powers. From September 1945 to April 1952, the United States occupied the defeated country. Douglas MacArthur, an American army general and the Supreme Commander for the Allied Powers (SCAP), attempted to transform Japanese society from an authoritarian regime into a budding democracy. Japan's new constitution, written in English in one week by MacArthur's General Headquarters (GHQ) in Tokyo, guaranteed every citizen freedom of expression and academic freedom. The notorious "Red Purge" was instituted nationwide in the final phase of the occupation, from July 1947 to March 1951, and proved to be a critical test for the survival of academic freedom. The GHQ ordered the Japanese Cabinet to fire communists and their sympathizers from private companies, government offices, and all educational institutions. American educator Dr. Walter C. Eells, who served at GHQ as adviser on higher education, became a central figure in the "Red Purge" of Japan's educational system, and thus emerged as one of the most infamous figures of the U.S. occupation. Between July 1949 and May 1950, GHQ's Civil Information and Education Section (CIE) dispatched Eells to thirty national universities to call for the immediate dismissal of communist professors. Often the Eells case is interpreted solely from the Japanese perspective. But this article aims to reveal the complex internal tensions and discussions within the CIE and, in particular, elaborates Eells's own view. An awareness of these hidden but critical factors offers a more refined understanding of the "Eells typhoon ("Iruzu senpu")," as the Japanese called it at the time. In order to place the Red Purge in Japan in a broader context, the author presents an overview of anticommunist sentiment in the United States. (Contains 100 footnotes.)

Walter Lippmann's efforts to inject scientific rigor into journalism did not prevent him from recognizing the dangers that a cramped understanding of scientific inquiry posed to journalists seeking to understand a novel historical moment. Lippmann's concern that social scientific theory could degenerate into dogma informed his criticism of commentators who sought during Franklin Roosevelt's first term to divine the plan governing the president's “muddling through.” Such efforts, he maintained, produced interpretations and predictions that obscured the role that historical contingency played in shaping the early New Deal. Lippmann's sensitivity to difference and contingency allowed his commentary to feature the self-correcting property that was, for him, the chief virtue of scientific inquiry. His commentary demonstrated that during periods of unprecedented change, journalists must first be historians before they can become social scientists. [ABSTRACT FROM PUBLISHER]

The article presents a fictional dialogue between graduate student Walter Pater and Professor Samantha Marks at the Great State University in the U.S. regarding the misappropriate usage of the references in the essay written by Pater. It notes that Pater's works had been reviewed, particularly the quotations he had taken from the English authors in his essay on Winckelmann. Topics discussed in the dialogue include page references, plagiarism, intellectual property and rules for documentation, and methods of referencing cited works. It comments that Pater had retooled his sources to have a consistent, unique style, and satisfying vision of the subject. It also mentions that Pater has been generally accepted as a visionary artist.

Walter Cronkite was an accidental television pioneer. All he wanted to do was cover the Korean War for CBS radio, but circumstances pushed him into television news and kept him there. Regardless of how he got there, Cronkite's first instincts on how to connect with the viewer on live television provided a great training ground for his coverage of major breaking news stories later in his career and became accepted as the proper approach for reporters at live news events. Cronkite sensed that television was a more intimate medium than radio and he needed to keep eye contact with the viewer. So he avoided using a formal script in his Washington, D.C., local newscasts. Instead, he immersed himself in the news and presented the top stories extemporaneously, with few notes. The delayed development of television news in Washington, D.C., especially for CBS, provided Cronkite the opportunity to forge ahead with an approach that would have been quashed in a more advanced television market. This project explores Cronkite's experience as radio commentator for a series of middle west stations, followed by a few years in local television news to examine his extemporaneous approach to television news and how it positioned him to become one of the most important figures in broadcast news history. [ABSTRACT FROM AUTHOR]

This article focuses on the public relations campaign for Haiti from 1947 to 1955. On September 20, 1947, Walter White, executive secretary of the National Association for the Advancement of Colored People, recommended to transform the image of Haiti, which is then perceived as poverty-stricken, illiterate, hopelessly backward country. Thus, the proposal for a public relations campaign, which is no less than paralleled to the U.S. policy of mutual cooperation and financial and technical assistance. Yet, such focus on developing tourism as main springboard of the campaign proved ineffective to the advancement and training of the Haitian masses. Inevitably, the goals of the campaign were ultimately inspired and compromised by a history and legacy of imperialism, dependency and maldevelopment in Haiti.

The Archives of Labor and Urban Affairs was established in 1960 to collect the records of the American labor movement, with special emphasis upon industrial unionism and related social, economic, and political reform movements in the United States. A second major theme has been workers, working conditions, and the nature of work. Later, the theme of urban affairs was added to the collecting scope, limited primarily to the southeastern Michigan region, although, to be sure, many collections from labor unions have extensive holdings of records, which deal with the problems of urban U.S. The majority of archival collections relate to the period after 1920, though there are some significant materials from the early 20th century. As of 1982, the Archives contains about 45,000 linear feet of records, 500,000 photographs, broadsides, posters, and illustrations; more than 20,000 films, tape recordings, and other audio-visual materials; and a reference library of 10,000 volumes. The largest and most heavily used collections in the Archives are those of the international unions and the Congress of Industrial Organizations.

Teachers are uniquely situated to enact best practices for the direct benefit of student learning. However, teachers often lack opportunities to exercise agency, the capacity to "make an impact or exert power." When teachers develop agency, they are better able to implement place-based, relevant lessons for their students. The authors created a cooperative community of professionals in which teachers from different cultures could learn from one another, developing agency and improving practice to make STEM relevant and applicable to their students. This project took place over a four-month period in spring 2021 in the United States and Pakistan. It was led by three American classroom teachers (Robyn Embry, a high school teacher in Indiana; Melissa Olson, a high school science teacher in Minnesota; and Linda Rost, a high school science teacher in Montana), and an international educator (Shazia Iqbal, from Pakistan and Texas). The authors conducted the project as part of a global STEM course at Texas Tech University, where they were all doctoral students, under the mentorship of professor Walter Smith. The project was divided into four phases. The following four phases, along with discussing what was learned and final thoughts are presented in this article: (1) Meet and greet; (2) Unconference; (3) Share; and (4) Teaching others.

The article reports that Waalter Cronkite, veteran CBS News Inc. newsman, has been honored by the American Society of Journalism School Administrators (ASJSA) as the 1980 recipient of the society's annual Citation of Merit. The 1980 award recognizes Cronkite as the individual who has done the most, through performance and adherence to high professional standards, during the decade of the 70s to enhance the reputation of broadcast journalism. The ASJSA Citation of Merit is the latest of many laurels earned by Cronkite before and during his 18-year career as anchorman of the nightly "CBS Evening News."

Additive manufacturing (AM), also known as 3D printing, is a promising tool to produce assistive technology. For instance, individuals with deafblindness (concurrent vision and hearing loss) could benefit from tactile AM-based products as touch may be their main gateway to access information. This study thus aimed to synthesize evidence on the current and potential practices involving AM in the context of deafblindness rehabilitation and to inform healthcare professionals and family caregivers on how AM can improve functioning and quality of life. A comprehensive literature search of ten databases (PsycINFO, MEDLINE, Global Health, PubMed, CINAHL, EMBASE, ERIC, Web of Science, Engineering Village, and Scopus) was performed to identify sources focusing on the use of AM toward rehabilitation goals of individuals with deafblindness. Nine of 1,397 studies met the inclusion criteria. The findings reveal that AM can counter barriers to full accessibility by enabling professionals to produce customized adapted material and communication devices, thus assisting individuals with deafblindness in communication, mobility, and learning. However, this review highlights a need for more AM research, resources, and training: interdisciplinary collaborations with AM specialists thus appear essential in improving rehabilitation services with AM.

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country's dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family's experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

An interview with the professor and American literary theorist Walter Benn Michaels is presented. Topics discussed include income inequality in the U.S., his book "The Trouble with Diversity," strategy to combat capitalism, history of neoliberalism in the U.S. and his tenure as the professor of University of Illinois at Chicago (UIC).

Ishimoto, Davenport, and Wittmann have previously reported analyses of data from student responses to the Force and Motion Conceptual Evaluation (FMCE), in which they used item response curves (IRCs) to make claims about American and Japanese students' relative likelihood to choose certain incorrect responses to some questions. We have used an independent dataset of over 6,500 American students' responses to the FMCE to generate IRCs to test their claims. Converting the IRCs to vectors, we used dot product analysis to compare each response item quantitatively. For most questions, our analyses are consistent with Ishimoto, Davenport, and Wittmann, with some results suggesting more minor differences between American and Japanese students than previously reported. We also highlight the pedagogical advantages of using IRCs to determine the differences in response patterns for different populations to better understand student thinking prior to instruction.

In this article, we explore how locally situated educational practices and policies aimed at inclusion and integration may contribute to racialised exclusion for students. Our analysis brings together two ethnographic studies of how minoritised Muslim youth navigate secondary schooling in Denmark and the US. Our cases illustrate how assumptions held by school staff toward the youth in our studies were rooted in both Islamophobic tropes and deeply held nationalist beliefs about the benevolence of the US and Denmark. Cindi Katz's notion of 'countertopography' is critical to our argument that Islamophobia is productive of similar practices of surveillance and exclusion across disparate educational settings. As an analytical framework, countertopography opens important possibilities for critical and comparative qualitative inquiry, with specific promise for highlighting how seemingly dissimilarly educational spaces may be imbued with similar social meanings, and how these meanings are constituted by recurring unequal social relations between individuals and groups therein.

The opposition to the Dakota Access Pipeline that took place at Standing Rock in North Dakota was the largest gathering of Indigenous Peoples in recent U.S. history. Thousands of people, Indigenous and otherwise, came together from across North America and beyond to protect waters and sacred sites threatened by the construction of the Dakota Access oil pipeline. Our study examined the learning of Canada-based pipeline activists who travelled to Standing Rock to support the opposition. In this paper, we argue that participating in the Standing Rock resistance camp was an experience rich in informal learning and education for both Indigenous and non-Indigenous participants, and that this learning might be best understood as learning towards decolonising relationships. Building from the theoretical concepts of respect, responsibility, reciprocity, and relationship as the overarching umbrella, we outline three types of relationships central to how Standing Rock activists learned within the resistance camp: relationships to people, to community, and to self. A focus on these relationships -- and the centrality of respect, responsibility, and reciprocity to them -- provides insight into how the resistance community created opportunities for participants to start to unlearn settler-colonialism, and learn towards a decolonising relationality.

The authors of the article outline a historical review of Catholic education and student enrollment in North America and a recent perspective of Catholic school principals' decision-making and problem-solving preferences. The purpose of this article is to provide the reader with an understanding of events which impacted the evolution of Catholic school boards and their administrators in America and Canada as well as current leadership practices. The authors utilize a survey instrument derived from Wayne Hoy's decision-making and problem-solving research. Their quantitative findings come from 121 principals of K-12 schools situated across the United States and the province of Ontario. This study shows there are no differences in the leadership approaches to solve contemporary problems in North American schools regardless of varied historical, cultural and economic contexts. This article presents support for reinforcing the Catholic mission within school boards and support for leadership and administration programs in North America.

Social movements are pedagogical spaces for collective learning across difference. Divergent worldviews, interest and identity, historical legacies and relations of power complicate notions of allyship and solidarity for common cause. In this article, we draw on social movement and transformative learning to reflect on our experiences of learning and unlearning as white settler-colonialists researching allyship in the Standing Rock struggle against an oil pipeline in the United States. Our text is also shaped by our own experience as activists within a local Indigenous-led movement to protect ocean and land from the Trudeau-Kinder Morgan oil pipeline. First we introduce ourselves, our research project, context and argument. We then position our work within social movement and transformative learning scholarship, critique notions of allyship and then solidarity. We argue for the unlearning of colonial practices and mindsets which centre our particular white colonial knowledge, leadership, privilege, power and bodies and learning towards decolonising solidarity. To illustrate this process, we present three personal vignettes that speak about the start of our own 'unlearning of ourselves', and learning of decolonising solidarity. We conclude the article with a discussion of how best we believe learning towards decolonising solidarity might proceed in social movements.

The policies and discourses of the Trump administration reflect such extreme examples of inhumane policies and racializing logic that they are easy to identify and call out. In this essay, I focus instead on the less obvious and more everyday processes of racialization and anti-immigrant sentiment that are taken up by various actors in schools. I consider how tropes and stories generated by nationalist policies and discourses around the world seep into teachers' commonsense understandings about who immigrant students are and what they require to be successful. In doing so, I draw on Michael Agar's (1986) notion of the ethnographic "breakdown" to explore individual breakdown moments in my own research in a Danish public school and teaching in a US school of teacher education as a useful mechanism for discerning how policies and discourses shape everyday exclusions in schools.

Purpose: Considering the different roles universities can perform to contribute to sustainable development, it is through teaching and outreach that they might be able to connect to the academic and local communities the most. The purpose of this study is to investigate the extent to which energy sustainability is being considered in campus teaching and outreach activities of different higher education institutions worldwide. In this context, this exploratory study was developed. Design/methodology/approach: Through an online survey, a group of 36 universities from all continents was inquired about the level of sustainability in energy aspects of teaching and outreach activities, including curriculum change, training courses for staff and the regularity of outreach projects. Findings: The results allowed global analysis concerning challenges and opportunities of these educational activities. This study also touches upon the interconnection between these practices and the contribution of universities towards the 2030 Agenda, and how universities can expand their activities and contribute practically to society. In terms of practical contributions, this study provides recommendations for higher education institutions to develop further in the area of energy sustainability through teaching and outreach. Originality/value: Energy is a sustainability aspect relatively well covered by actions on campus operations, but there is a paucity of studies connecting this topic to teaching and outreach activities. This study is an approach to not only fill this gap but also reinforce the university role and contribution to the Sustainable Development Goals.

The article presents a transcript of composer Wilfrid Meller's interview with fellow composer and Harvard University composition professor Walter Piston about American music, which was originally broadcast on NET in 1962. Piston suggested that one has to admit his desirability to develop a nationalistic music. He also offered his thoughts on how American music has gone since the Copland generation.

The Archives of Labor History and Urban Affairs, Walter P. Reuther Library at the Wayne State University in Detroit, Michigan, was established in 1960 to collect and preserve the records of the American labor movement, with special emphasis upon industrial unionism and related social, economic and political reform movements in the U.S., especially those relating to workers. Later, in 1970, the scope of the Archives was expanded to include urbanization, especially relating to Detroit and southeastern Michigan. The majority of the archival collections relate to the period after 1920, though some collections like those of the Industrial Workers of the World, the American Federation of Teachers, and the personal papers of labor leaders date back to the turn of the century. Archives. From its beginning in 1960, the Archives has adopted a vertical collecting policy for union records. This vertical collecting policy differs sharply from the acquisitions policy of many archives that concentrate almost solely upon key offices of an international union and the personal papers of top union leadership.

Agriculture is the mainstay of Kenya's economy and contributes significantly to the gross domestic product. A great majority of this contribution comes from smallholder farmers who paradoxically face numerous obstacles ranging from a lack of support structures to poor policies and inadequate resources. A major challenge is assisting these farmers with making improvements in their production ventures, with the recently devolved form of government in Kenya enabling any assistance to be concentrated at a much lower and specific level within established counties. The United States International University (USIU) has been involved in the development of training materials for farmers and farmer organizations, specifically a course module based on several interdisciplinary field case studies. This farmers' agribusiness training course was developed on an open educational resource (OER) platform to help both farmers, who had limited training in commercialization of agriculture, and farmer organizations. The intention of the course was to provide access to additional skills and knowledge, allowing farmers to move from a farm to a "firm." Five farmers were identified from various parts of the country and participated in partnership with USIU faculty to develop the modules for the course over a one-year period. In order to complete these modules with the farmers, project staff frequently followed up with the farmers via field trips. The farmers provided positive feedback on the OER materials despite some challenges, such as the need for participants to be computer literate in order to utilize the materials directly. However, mobile learning presents an opportunity to address this shortcoming. Kenya has witnessed tremendous growth in the use of mobile phones in the rural population whose main occupation is agriculture. Although a few farmers were found to already be using a mobile SMS service to seek recommendations from the Ministry of Agriculture on the best agriculture practices and produce marketing, there is a need to establish whether mobile technologies can enhance farmers' training and support in the rural communities.

This paper examines how two sites of adult learning in the food movement create educational alternatives to the dominant U.S. food system. It further examines how these pedagogies challenge racialised, classed and gendered ideologies and practices in their aims, curricular content, and publically documented educational processes. The first case is Growing Power, an urban farm which embraces small scale capitalism and vocational education as an end toward community food security, social and ecological justice, and anti-racist education. The second case, Tsyunhehkw[superscript caret], is the "integrated community food system" of the Oneida Nation in rural Wisconsin, centred on cultural decolonisation through the growing and eating of traditional Oneida foods. In both these projects, there are strong possibilities to teach a critical, social justice alternative to white, middle class norms and practices of food production and consumption.

Purpose: There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts. Design/methodology/approach: The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing. Findings: Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed. Research limitations/implications: This research has been limited by the availability and ability to procure information from the sampled universities. Practical implications: The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other. Social implications: Universities with SD policies can contribute to models of economic growth consistent with sustainable development. Originality/value: The study is the one of the largest research efforts of this kind ever performed.

In this paper, the authors focus on everyday narrations of the nation as they are taken up by educators "in schools" in the United States, Denmark and Spain. As the primary institutions within which children from im/migrant communities are incorporated into the nation-state, schools are the key sites within which young people learn the languages and practices of national belonging and citizenship. Comparing ethnographic case studies in the United States, Denmark and Spain, the authors trace the nationalist storylines that serve to frame Muslim youth as particular kinds of racialized and "impossible subjects". Across national contexts, the authors document similar, often almost verbatim, stories that educators narrated about the disjuncture between liberal ideals of the nation, and what they imagined to be true of Muslim im/migrant youth. They theorize that, despite differences in US and European approaches to immigration, there are consonances in the ways that Muslims are positioned as racialized Others across liberal democracies because of the very ways that western liberalism has constructed notions of individualism and tolerance. These seemingly benign discourses of liberalism in schools provide the conditions of possibility for schools' imposition of exclusionary nationalist values while keeping a safe distance from charges of racism. Thus, we show how liberalism's imbrication with nationalism, and its promotion of goals conceived of as inherently humanist and universal, occlude the racial logics that ultimately restrict human freedom for Muslim youth.

Researchers, administrators, and policy makers need valid and reliable information about teaching practices. The Postsecondary Instructional Practices Survey (PIPS) is designed to measure the instructional practices of postsecondary instructors from any discipline. The PIPS has 24 instructional practice statements and nine demographic questions. Users calculate PIPS scores by an intuitive proportion-based scoring convention. Factor analyses from 72 departments at four institutions (N = 891) support a 2- or 5-factor solution for the PIPS; both models include all 24 instructional practice items and have good model fit statistics. Factors in the 2-factor model include (a) instructor-centered practices, nine items; and (b) student-centered practices, 13 items. Factors in the 5-factor model include (a) student--student interactions, six items; (b) content delivery, four items; (c) formative assessment, five items; (d) student-content engagement, five items; and (e) summative assessment, four items. In this article, we describe our development and validation processes, provide scoring conventions and outputs for results, and describe wider applications of the instrument.

The article presents the views of U.S. Senator Walter D. Huddleston regarding the importance of art education. Huddleston believes that aesthetic education provides an opportunity of a child to express his experiences which is significant to the development of his personality. He states that the various forms of art enhances an individual's appreciation of beauty as well as the concept of self-expression needed to understand the meaning of life. Indeed, he emphasizes that art bridges the gap between man and nature.