“Sweet Little (White) Girls”? Sex and Fantasy Across the Color Line and the Contestation of Patriarchal White Supremacy     

Phoebe Godfrey 《Equity & Excellence in Education》2013,46(3):204-218

The presence of the Little Rock Nine at Little Rock's Central High in September 1957 as a result of Brown vs. the Board of Education evoked anger, fear, and even panic among some parts of the white community, and many white women and girls responded with near hysteria. This article seeks to answer why. What was it about integration that provoked such a response from many Whites, and especially from white females? By briefly examining both the history of white racism and the socio-political context of the 1950s, this article argues that what Little Rock Whites, and in particular white females, were responding to was the fear of miscegenation. Yet this was not exactly the same fear of miscegenation that had spread throughout the South in the post-Civil War period in which white woman were supposedly at peril from the “black male rapist.” This fear of miscegenation, it is argued, had a new twist and that new twist came from the white women and girls themselves. Based on an analysis of the actions of individual white female Central High students from the perspectives of race, class, and gender, this article argues that not only were race relations in a state of flux but so were gender and class relations, giving Little Rock's “sweet little (white) girls” a pivotal role in the events surrounding the desegregation of Central High.  相似文献   

Keeping it real: substantive learning on a short calendar     

Lostroh CP 《CBE life sciences education》2007,6(4):285-288

Many institutions offer courses that last less than a quarter and are a student's sole academic responsibility for that short term. There is an unfortunate and incorrect perception that such short classes cannot be used to teach substantively. At Colorado College, we teach all of our courses in 3.5 wk, including majors' courses in molecular cell biology and related fields. The article presents strategies for exploiting short terms as excellent venues for deep learning in the biological sciences.  相似文献   

Cross-modal transfer as a function of similarities between training tasks in classical conditioning of the rabbit     

Phoebe E. Holt  E. James Kehoe 《Learning & behavior》1985,13(1):51-59

The present experiments examined transfer of training from visual to auditory sensory modalities in classical conditioning of the rabbit’s nictitating membrane response. Experiment 1 examined transfer from initial training with a single visual CS to subsequent auditory discrimination training, and Experiment 2 examined transfer from visual discrimination training to auditory discrimination training. The major findings were that (1) initial conditioning of a visual CS facilitated the overall rate of CR acquisition to the auditory CSs separate from the requirements for discrimination learning (Experiments 1 and 2), and (2) initial visual discrimination training facilitated auditory discrimination learning (Experiment 2). Thus, the animals appeared to encode separately both contiguous CS-US relations and CS+ versus CS? relations during initial visual training. The results are discussed with respect to theories of extradimensional transfer.  相似文献   

The Library is Dead,Long Live the Library! The Practice of Academic Librarianship and the Digital Revolution     

Lyman Ross  Pongracz Sennyey 《The Journal of Academic Librarianship》2008,34(2):145-152

As a direct consequence of the digital revolution, academic libraries today face competition as information providers. Using Richard N. Foster's technology S curves as the analytical model, this article shows that academic libraries are in the midst of discontinuous change by questioning a number of assumptions that support the current practice of academic librarianship. The authors challenge these assumptions, and analyze the manner in which digital communications affect academic libraries.  相似文献   

Teaching under Lockdown: the experiences of London English teachers     

Carys Evans  CJ O’Connor  Thomas Graves  Florence Kemp  Alex Kennedy  Phoebe Allen 《Changing English: An International Journal of English Teaching》2020,27(3):244-254

ABSTRACT

In response to the Covid-19 pandemic, on 18 March 2020, Prime Minister Boris Johnson announced the immediate closure of schools in England. (The closure was not absolute: schools would remain open for vulnerable children and the children of key workers. In practice, though, very few children have continued to attend.) In what follows, nine English teachers reflect on their experience of teaching under lockdown.  相似文献   

Students’ choice of sub-degree programmes in self-financing higher education institutions in Hong Kong     

Phoebe Wong  Peggy M. L. Ng  Connie K. Y. Mak  Jason K. Y. Chan 《Higher Education》2016,71(4):455-472

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Practice Note: An International Dimension in Practice Teaching     

Phoebe Nilsen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(5-6):525-531

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The tunnel between Scotland and Ireland     

Lyman F. Kebler 《Journal of The Franklin Institute》1902,154(1):57-58

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Recent improvement in x-ray tubes     

H Lyman Sayen 《Journal of The Franklin Institute》1898,145(6):441-446

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Copper traces in bucks and montgomery counties     

Benj.Smith Lyman 《Journal of The Franklin Institute》1898,146(6):416-423

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