Austin Peay State University Research Articles

Racial Dynamics in Early Twentieth-Century Austin, Texas by Jason McDonald (review)

Reviewed by: Racial Dynamics in Early Twentieth-Century Austin, Texas by Jason McDonald Dwonna Goldstone Racial Dynamics in Early Twentieth-Century Austin, Texas. By Jason McDonald. (Lanham, Md.: Lexington Books, 2012. Pp 388. Illustrations, maps, figures, notes, bibliography, index. ISBN 9780739170977, $85 cloth.) In his introduction, Jason McDonald argues that there are few "detailed scholarly comparisons" of the African American and Latino "urban experiences" and that "scholars of ethnicity" have "generally overlooked the potential of comparing the experiences of urban-based nonwhite minorities" (2). McDonald's goal in writing this book, he says, is to "redress that oversight" (1). McDonald selects Austin, Texas, as his case study for two reasons: because of its unique geographical position between the South's "traditional 'black belt'" and the "newly 'Mexicanized" area of the Southwest, and the fact that Austin was the only major city in Texas in which the black and Mexican populations were "reasonably similar in size by 1930" (4). However, McDonald's chart—which states that Austin was 18.6 percent African American and 9.4 percent Mexican—does not seem to fully support this assertion. McDonald emphasizes two themes throughout the book—the impact of World War I on black-white relations and the Mexican response to being racialized by Anglos. The second part was what I found most interesting. McDonald argues that prior to the Chicano movement of the 1960s and [End Page 222] 1970s, many Mexicans sought to "earn acceptance as the racial equals of whites and thereby gain access to the privileges of whiteness" and "rarely if ever displayed genuine solidarity with African Americans" (6). As a result, McDonald writes, for much of the twentieth century, "ethnic Mexicans in Texas were both wittingly and unwittingly complicit in the racialization and marginalization of the state's African American population" (8). Despite trying to distinguish themselves from African Americans by attempting to claim their whiteness, Mexican Americans in Texas faced some of the same de facto discrimination as African Americans did. McDonald begins chapter two with a story about Mexico's Consul General for Texas who was denied service at a restaurant in a small town outside of Austin; yet, he was served at a restaurant in Austin because the rules for Mexican Americans there were sometimes more aligned with those for Anglos. Still, the city of Austin attempted to "codify racial demarcations and further restrict black-white social interaction" by significantly expanding Jim Crow laws, and Mexican Americans increasingly found themselves "viewed and treated as a pariah group by Anglo society" (66). Not surprisingly, by the 1930s, Mexicans and African Americans in Austin were more similar in terms of their "ease and level of" interaction with whites, but the key difference, according to McDonald, was that "while the extent of de facto segregation was virtually the same for both groups, de jure segregation only existed—despite a few attempts to apply it to Mexicans—for African Americans" (66). (McDonald acknowledges, however, that mestizo or indio Mexican farm workers most likely would have faced the same type of de facto and de jure segregation that their African American brethren did.) One of the strengths of Racial Dynamics in Early Twentieth-Century Austin, Texas is the stories that McDonald tells to illustrate the point that he is trying to make—that this "tripartite segregation" that existed in Austin was unique from other cities in the South and Southwest. However, McDonald sometimes extrapolates too much from these stories. I am not sure that it is reasonable to compare the acceptance by white newspapermen of the establishment of a comisión honorífica to look after the interests of Austin-area Mexicans to the hostile reception and beating of the executive secretary of the NAACP by local elected officials when he came to establish an Austin branch in trying to make a point that Mexicans and African Americans were treated differently when they tried to contest white hegemony in Austin. Nonetheless, McDonald has written an ambitious book that gives the reader some understanding as to how three racial and ethnic groups co-existed in Austin in the early twentieth century. Dwonna Goldstone Austin Peay State University Copyright © 2013 The Texas State Historical...

Revitalized American National Government Course

The Revitalized American National Government (POLS 2010) course was funded to be taught at Austin Peay State University in the fall of 2011. The objective of the course was to effectively engage and retain students by reducing the DFW rate by at least 15%. Although the revitalized course did not mean the threshold, it reduced the DFW rate by 9%, which would seem to suggest that continued engagement of students can be attained when they are stimulated by the course content through simulation, discussions, debates, group and cooperative activities.

How Many Virginians Does it Take?

How Many Virginians Does it Take? David Huddle (bio) Here’s a proper question for you Virginia legislators who’ve distracted yourselves by bullying women, poor people, and school teachers; by promoting ignorance instead of education; by clearing the way for industry to poison our land, our rivers, and our coast; by making this state so business friendly it’ll be the old days all over again, masters and slaves, plantation houses with some shacks out back. So how many of us does it take to change that light bulb? We used to say it took ten— one for the bulb and nine to talk about how good the old one was. Now we’ve got to say none, thank you, we like it just fine here in the dark. [End Page 75] David Huddle David Huddle is the author of a novella, four short story collections, an essay collection, and A David Huddle Reader (1993). His seventh poetry collection, Black Snake at the Family Reunion, is scheduled for publication later this year. He currently serves as the Roy Acuff Chair of Excellence in the Creative Arts at Austin Peay State University in Tennessee. A native of Ivanhoe, Virginia, he is retired from a career at the University of Vermont and has also recently taught at Hollins University. Copyright © 2012 Berea College

Empowering Critical Thinking Skills With Computerized Patient Simulators

Students struggle with the mastery of critical thinking skills which are essential to their academic success. University faculty are challenged to create teaching strategies to help students build critical thinking skills. Nursing faculty at Austin Peay State University in Clarksville, Tennessee looked to research and technology for ways to empower critical thinking skills in students. Faculty found computerized patient simulators were a best practice methodology that empowers mastery of critical thinking skills. This evidence-based integrative teaching format allows the process of analyzing, synthesizing, evaluation, and applying information gathered through observation, experience, communication, and reflection. This simulated interactive format also allows realistic training from basic skills to advanced life-saving skills. The Institute of Medicine recommends the use of simulators to create a culture of safety. Simulation creates a culture of safety for the learner because the realistic training scenario is without risk to patients and healthcare providers. A simple to complex scenario comes alive with simulation. The learners in the scenario are videotaped. Afterward debriefing is done with reflective thinking. The simulation experience is a fun and highly motivated experience conducted in a nonthreatening environment. The learner is able to analyze the experience and learn to improve their skills. Austin Peay State University nursing faculty identified four simulators that can help learners master critical thinking skills. These simulators are SimMan, SimBaby, Novelle Maternal and Neonatal Birthing Simulator, and Comat Sim. These simulators can be used in a variety of clinical settings. Simulators can also be used to teach critical thinking skills in sociology, psychology, and homeland security.

Using Spreadsheets To Emulate Diffusion and Thermal Conductivity

ADVERTISEMENT RETURN TO ISSUEPREVTech ReportNEXTUsing Spreadsheets To Emulate Diffusion and Thermal ConductivityHarvey F. Blanck View Author Information Department of Chemistry, Austin Peay State University, Clarksville, TN 37044Cite this: J. Chem. Educ. 2009, 86, 5, 651Publication Date (Web):May 1, 2009Publication History Received3 August 2009Published online1 May 2009Published inissue 1 May 2009https://doi.org/10.1021/ed086p651RIGHTS & PERMISSIONSArticle Views723Altmetric-Citations3LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InReddit PDF (316 KB) Get e-AlertsSupporting Info (11)»Supporting Information Supporting Information SUBJECTS:Diffusion,Thermal conductivity Get e-Alerts

Effects of incorporating a blood center tour in the immunohematology course.

To determine the effects of incorporating a blood center tour in the immunohematology course on the confidence and knowledge of students In-class lecture on the major blood center activities and tour of the Red Cross. Pre- and post- tests administered. To compare levels of understanding, confidence and overall tour impact, paired T- test and Chi-Square analyses were performed and frequencies calculated. Medical Technology program at Austin Peay State University, Clarksville TN and the American Red Cross in Nashville TN PARTICIPANTS: Fifteen students who registered for the immunohematology course. Two phases: First, a brief introduction, description and observation of the donation activities. Secondly, explanations and observation of blood components preparations, labeling, storage, distribution, and quarantine. Both phases included question and answer sessions. Comprehension of blood center activities; self confidence; increase knowledge of job alternative. Students showed an increase in course content knowledge; 62% on the pre-test and 69% on post-test (P= 0.004 ). Although the post-test score was better than the pre-test, 69% is not a great score. Students probably did not take the exam seriously since there was no grade involved. More students felt good (40%) about their confidence in facing the blood bank clinical rotations and ultimately the national certification exam. The tour perfectly complemented lectures. Interaction with other medical technologists was very informative (53%). Levels of understanding of major blood center activities increased (P< 0.05) except for the phlebotomy stage (P=0.07). A blood center tour incorporated into the immunohematology course is a valuable addition to the learning experience of students. Students have the opportunity to interact with employees in their workplace, with potential employers, and they build self confidence in the subject area.

One Day for Democracy: Independence Day and the Americanization of Iron Range Immigrants by Mary Lou Nemanic

134 MichiganHistoricalReview Middleton acknowledges thework produced by scholars examining Native-colonial relations from cultural perspectives. In particular, he employs Richard White's concept of the "middle ground," the social and cultural space previously established by French and Native leaders,within which neither dominated the other, and which was used for resolving disputes andmaintaining amicable relations.As Middleton observes, British commanders such as Amherst failed to appreciate such interactions. However, his references toNative groups fighting for their"freedom" seem to belie the complex nature of these cross-cultural relationships as revealed by academic studies such as White's. Middleton does not define what freedom would mean with respect toBritish-Native relations.He implies it could have been achieved with the removal of theBritish from theNorth American interior,but he needs to define more clearly how the British "subjugated" Native groups with settlements negotiated in 1764 and 1765. As this is a work primarily devoted to military and diplomatic history, however, amuch greater flaw is its lack ofmaps. The book has one map that faces the tide page. But given the sheer number of places, Native Peoples, and eventsMiddleton addresses in the text,one map is far from adequate. Nonetheless, Pontiac'sWar provides an excellent narrative account of its topic. Anyone interested in the events that engulfed or challenged Native Peoples of the Great Lakes or Ohio Valley regions during the 1760s should familiarize themselves with Middleton's work. Matthew S.Muehlbauer Austin Peay State University Mary Lou Nemanic. One Day for Democracy: IndependenceDay and the Americanization ofIron Range Immigrants.Athens: Ohio University Press, 2007. Pp. 252. Bibliography. Illustrations. Index. Notes. Cloth, $39.95. Mary Lou Nemanic examines the social and cultural history of the northern Minnesota Iron Range by focusing on how its inhabitants celebrated Independence Day. She argues that the first- and second-generation immigrants who lived there used the holiday to form "an alternative Americanism," one that expressed "the needs and values of ethnic groups whose members shared identities as both workers and new Americans" (p. 2). Nemanic begins by explaining how Independence Day developed nationally as a holiday and how it shifted from one of carnivalesque rituals that inverted the social order to one that focused on conformity and Book Reviews135 stability.Celebrations in the Iron Range, however, were slower inmaking this shift,which Nemanic explains by pointing to the region's ethnic diversity, class tensions, and harsh physical environment. The cold and isolation of northern Minnesota forced theWelsh, Irish, Italian, Slavic, and other immigrants to pull together to survive,which in turn thwarted efforts by themining companies to divide workers based on ethnicity. Independence Day celebrations became vehicles for theworking-class inhabitants of the Iron Range to protest the abuses of the mine companies aswell as a day to create theirown brand ofAmerican identity. Thus, counter to thenational trend, Iron Range workers and their families continued to embrace the radical strainof Independence Day celebrations well into the twentieth century, seeing it as "a day for freedom of expression" (p. 95). They observed the holiday with rowdy parades, as well as by drinking, cross-dressing, and ridiculing theirbosses. In the last chapters of this book, Nemanic explores how changes of the mid-twentieth century, such as the emergence ofmass media, the creation of the "New Deal," andWorld War II pushed the people of the Iron Range to adopt more of the dominant national culture,which dampened but did not end the radical nature of their Independence Day celebrations. At times, Nemanic is repetitive, circling back and discussing points shemade earlier. In other places, she brings up tantalizing issues but does not fully develop them. This is particularly true in the last part of the book, where she discusses how the Independence Day celebrations were revived in the Iron Range as a way to bolster tourism in the region but does not fully contextualize this change. Overall, though, One Day for Democracy succeeds in using a national holiday as a window into the regional distinctiveness of the Iron Range. Jeanne Petit Hope College Susan Stein-Roggenbuck. Negotiating Relief:The Development ofSocialWelfare Programs in Depression-EraMichigan, 1930-1940. Columbus: The Ohio State University Press, 2008. Pp. 252. Bibliography. Illustrations. Index...

Using Computational Methods to Reinvigorate an Undergraduate Physics Curriculum

Austin Peay State University's Department of Physics and Astronomy has reinvigorated its physics program by adding a required computational methods class and small computational components to classes across its curriculum. A front-to-back problem management approach has required a change in the way the department assesses students' performance

Cicero's Head in Melville's “Bartleby the Scrivener”

Research Article| December 01 2005 Cicero's Head in Melville's “Bartleby the Scrivener” Steven T. Ryan Steven T. Ryan Austin Peay State University Search for other works by this author on: This Site Google English Language Notes (2005) 43 (2): 116–133. https://doi.org/10.1215/00138282-43.2.116 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Steven T. Ryan; Cicero's Head in Melville's “Bartleby the Scrivener”. English Language Notes 1 December 2005; 43 (2): 116–133. doi: https://doi.org/10.1215/00138282-43.2.116 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsEnglish Language Notes Search Advanced Search The text of this article is only available as a PDF. Copyright © 2005 Regents of the University of Colorado2005 Article PDF first page preview Close Modal You do not currently have access to this content.

Panzer Operations: The Eastern Front Memoir of General Raus, 1941-1945 (review)

Reviewed by: Panzer Operations: The Eastern Front Memoir of General Raus, 1941–1945 David R. Snyder Panzer Operations: The Eastern Front Memoir of General Raus, 1941–1945. By Erhard Raus. Compiled and translated by Steven H. Newton. Cambridge, Mass.: Da Capo Press, 2003. ISBN 0-306-81247-9. Maps. Appendix. Pp. xv, 368. $35.00. Reconstructed from various sources, Erhard Raus's memoirs provide a fascinating look into mechanized warfare in an unforgiving environment. Edited and translated by Steven H. Newton, Raus's narrative concentrates on tactics and small unit action. A brigade commander with the 6th Panzer Division in June 1941, the Austrian-born Raus steadily rose through the ranks, ultimately commanding panzer armies after 1943 until unceremoniously sacked by Hitler in March 1945. The German effort in the east became a war of "gigantic improvisation" forced upon the Wehrmacht as a result of the political and military leadership's "improper" conclusions regarding "strategy and military policy" (p. 1). In short, Raus attributes defeat in the east to insufficient knowledge regarding climate, terrain, and the general socioeconomic and political conditions in the east. Preparations for Barbarossa were therefore completely inadequate. Hence, commanders at every level had to improvise solutions to awesome problems from day one. Whether combating crippling summer dust or paralyzing subzero winter temperatures, German soldiers in the east accomplished what they did only through inspired improvisation. Raus learned combat tactics under fire, yet he had an innate grasp of combined-arms warfare. As the 6th Panzer Division's commander, he decimated Soviet armor formations in the unsuccessful effort to relieve the Sixth Army at Stalingrad in late 1942. He was also a crafty officer, as his February 1942 "snail offensive" demonstrates. In that campaign, with meager assets Raus launched judicious surgical strikes against key villages to secure the Ninth Army's line of communication during the furious Soviet winter counter-offensive of 1941-42. As the German military situation deteriorated, he performed brilliantly on the strategic defensive. His dogged defense of Belgorod and Kharkov stabilized the front in 1943 at critical moments. Raus, however, should best be remembered for his creation of the "zone defense," with which he stymied Soviet attacks with minimal losses in 1944 at Lvov and then in East Prussia. Static but flexible, the zone defense greatly contrasts with his more famous contemporaries' mobile defense, which required yielding territory. Although indeed satisfyingly "less self-serving" (p. xv) than the personal accounts of better-known generals, such as Heinz Guderian, Raus nevertheless takes a subtle stab at exonerating himself from complicity in Hitler's war of annihilation in the east. The German Landser, according to Raus, conducted himself impeccably on the battlefield, often honoring the vanquished Soviet enemy with prayers and military honors. The Red Army, of course, acted treacherously, mutilating the bodies of dead German troops and slaughtering civilians. He nevertheless praises his stealthy and adept opponents for their tenacity, endurance, and iron discipline, and denies that Red [End Page 265] Army commissars imposed a fanatic will to fight through fear. Instead, the commissars, by their "personal exemplification of the soldier and fighter" (p. 6), inspired their troops to fight to the bitter end. Despite a liberal sprinkling of typographical errors and poor maps, this remains an informative and compelling account. It contains some jargon, but Raus provides sufficient whiffs of gunpowder to engross even the nonspecialist. David R. Snyder Austin Peay State University Clarksville, Tennessee Copyright © 2005 Society for Military History

Paul H. Carlson. &lt;italic&gt;The Buffalo Soldier Tragedy of 1877&lt;/italic&gt;. College Station: Texas A&amp;amp;M University Press. 2003. Pp. xiv, $24.95

Paul H. Carlson. The Buffalo Soldier Tragedy of 1877. College Station: Texas A&M University Press. 2003. Pp. xiv, $24.95 Get access Carlson Paul H.. The Buffalo Soldier Tragedy of 1877. College Station: Texas A&M University Press. 2003. Pp. xiv, $24.95. Michèle Butts Michèle Butts Austin Peay State University Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 109, Issue 4, October 2004, Pages 1239–1240, https://doi.org/10.1086/ahr/109.4.1239 Published: 01 October 2004

Use Studies

SUMMARY Historical data for serials use continue to be needed for cancellation decisions or justification of serials expenditures. An ongoing use study at Austin Peay State University has evolved from a cumbersome manual record to a sophisticated Access and Excel reporting tool for collection management decisions. A recent cancellation project made full use of the data; future enhancements include cost analyses, tracking inflation rates, and linking data for title changes.

Sink or Swim

This in-depth workshop explored office space design in a two-part presentation. The first portion, presented by John Blosser, Serials Librarian, Northwestern University, included the theory of office space design, planning use of physical space, ergonomic issues, physical qualities and personal space, and the costs and benefits of changing office space. In the second portion of the workshop, Philenese Slaughter, Serials Librarian, Austin Peay State University, and Allan Scherlen, Government Documents Processing Technician, Appalachian State University, described in detail two case studies of office reorganization in which significant improvements were accomplished with a great deal of planning and limited budgets.

Studies on the Ecological Life Cycle of the Native Winter Annual Grass Alopecurus carolinianus, with Particular Reference to Seed Germination Biology in a Floodplain Habitat

CAROL C. BASKIN12,3, JERRY M. BASKIN1 3, AND EDWARD W. CHESTER3 ('School of Biological Sciences, University of Kentucky, Lexington, Kentucky 40506, Department of Agronomy, University of Kentucky, Lexington, Kentucky 40546, and 3Center for Field Biology, Austin Peay State University, Clarksville, Tennessee 37044). J. Torrey Bot. Soc. 127:280-290. 2000.-Alopecurus carolinianus is a widely-distributed native winter annual grass that grows in the same cultivated floodplain habitat as the narrowly-endemic winter annual Lesquerella lescurii (Brassicaceae). Most seeds of A. carolinianus buried under nonflooded conditions and exposed to seasonal temperature changes had an annual dormancy/nondormancy cycle, being dormant in spring and nondormant in autumn. However, 1-16% of the seeds exhumed in spring could germinate at 15/ 6 and 20/10°C. Nondormant seeds were not induced into dormancy by a 12-wk period of burial at 5°C; mean monthly minimum temperatures were about 1-3°C when buried seeds entered dormancy. Seeds flooded in October, November, or December under natural temperature conditions germinated to 61-99% at 15/6, 20/10, and 25/15°C the following May, but those flooded in February, March, or April germinated to only 1-23% at these temperatures. Thus, flooding prior to the time that temperatures are low enough to induce dormancy could result in many seeds being capable of germinating in spring. Plants flowered under short and long days and had little or no vernalization requirement for flowering. Consequently, plants from spring-germinating seeds can complete their life cycle if not destroyed by soil cultivation. The species has a small, relatively short-lived persistent seed bank. In contrast, buried seeds of L. lescurii have an annual dormancy/nondormancy cycle with dormancy induced at temperatures of 20/10 and 15/6°C in October and November (Baskin et al. 1992). Lesquerella lescurii also has a large, long-lived seed bank, which ensures persistence at the site if no seed production occurs in spring. Although flooding may destroy all A. carolinianus plants from autumngerminating seeds, it also prevents many seeds from entering dormancy. Production of seeds by A. carolinianus plants from spring-germinating seeds would help ensure persistence at the site and compensate for lack of prolonged seed viability.

Creatine Controversy?

Department of Athletics, Physical Education and Recreation Yale University Department of Human Movement Sciences and Education University of Memphis Steven Plisk is the Director of Sports Conditioning at Yale University. His previous experiences include the University of Memphis, U.S. Olympic Training Center, James Madison University, Dartmouth College, Austin Peay State University and the University of Colorado. He received his B.S. in Sport & Exercise Science from SUNY-Buffalo in 1987 and his M.S. in Kinesiology from the University of Colorado in 1990, and is a Certified Strength & Conditioning Specialist through the NSCA as well as a Level I coach through USA Weightlifting. His current NSCA activities include the Strength & Conditioning Journal Review Board and Power Systems Scholarship Selection Committee. Richard B. Kreider, PhD, serves as Associate Professor, Assistant Department Chair, and Director of the Exercise & Sport Nutrition Laboratory in the Department of Human Movement Sciences & Education at the University of Memphis. Dr. Kreider has published more than 100 research articles /abstracts and has conducted six studies on the safety and efficacy of creatine supplementation among athletes. Dr. Kreider serves as Research Digest Editor for the International Journal of Sport Nutrition, serves on the editorial board of JSCR, is a Fellow of the American College of Sport Medicine (ACSM), is ACSM certified as an Exercise Specialist and Health/Fitness Director, and is an active member of the NSCA.

BOOK REVIEWS

Book review in this Article:P. Christopher Earley and Miriam Erez. The Transplanted Executive.Leslie A. Perlow. Finding Time: How Corporations, Individuals, and Families Can Benefit from New Work Practices. Ithaca, NY: ILRReviewed by Céleste M. Brotheridge, Ph.D. Student, University of Manitoba, Winnipeg, Canada.Edward P. Lazear. Personnel Economics for Managers.Reviewed by Wayne F. Cascio, Professor of Management, Graduate School of Business, University of Colorado‐Denver, Denver, CO.Dennis A. Davis. Threats Pending, Fuses Burning: Managing Workplace Violence.Reviewed by Lynne M. Andersson, Assistant Professor, Erivan K. Haub School of Business, Saint Joseph's University, Philadelphia, PA.David W. Bracken, Maxine A. Dalton, Robert A. Jako, Cynthia D. McCauley, and Victoria Pollman. Should 360‐Degree Feedback be Used Only for Developmental Purposes?Reviewed by Anthony T. Dalessio, Senior Specialist, Bell Atlantic Corporation, New York, NY.Mats Alvesson and Yvonne Due Billing. Understanding Gender and Organizations.Reviewed by Gary W. Yunker, Professor of Management, Department of Management and Marketing, and Barbara D. Yunker, Assistant Professor, Department of Educational Resources, Jacksonville State University, Jacksonville, AL.P. Christopher Earley. Face, Harmony, and Social Structure: An Analysis of Organizational Behavior across Cultures.Reviewed by Jone L. Pearce, Professor, Graduate School of Management, University of California, Irvine, CA.Clair Brown, Yoshifumi Nakata, Michael Reich, and Lloyd Ull‐man. Work and Pay in the United States and Japan.Reviewed by Edilberto F. Montemayor, Associate Professor, School of Labor and Industrial Relations, Michigan State University, East Lansing, MI.Hope Landrine and Elizabeth A. Klonoff. Discrimination Against Women: Prevalence, Consequences, Remedies.Reviewed by Mary R. Watson, Assistant Professor of Human Resources, Vanderbilt University, Nashville, TN.Adrian Furnham. The Psychology of Behavior at Work.Wayne F. Cascio. Managing Human Resources: Productivity, Quality of Work Life, Profits (5th edition).Reviewed by Anthony F. Buono, Professor of Management, Bentley College, Waltham, MA.Robert B. Lawson and Zheng Shen. Organizational Psychology: Foundations and Applications.Reviewed by John R. Ogilvie, Associate Dean and Associate Professor of Management, Barney School of Business, University of Hartford, West Hartford, CTDeborah L. Whetzel and George R. Wheaton (Editors). Applied Measurement Methods in Industrial Psychology.Reviewed by Malcolm James Ree, Associate Professor, Our Lady of the Lake University, Center for Leadership Studies, San Antonio, TX.Robert D. Gatewood and Hubert S. Feild. Human Resource Selection (4th ed.).Reviewed by Kathie L. Pelletier, Graduate Student, and Janet L. Kottke, Professor and Director, Industrial‐Organizational Psychology Graduate Program, California State University, San Bernardino, CA.Milton D. Hakel (Editor). Beyond Multiple Choice: Evaluating Alternatives to Traditional Testing for Selection.Reviewed by Paul E. Spector, University of South Florida, Tampa, FL.David T Lykken. A Tremor in the Blood: Uses and Abuses of the Lie Detector.Reviewed by Theodore L. Hayes, Senior Research Analyst, The Gallup Organization, Lincoln, NE.Jeffrey A. Berman. Competence‐Based Employment Interviewing.Reviewed by David W. Denton, Assistant Professor of Psychology, Austin Peay State University, Clarksville, TN.Pierre Mornell. 45 Effective Ways for Hiring Smart: How to Predict Winners and Losers in the Incredibly Expensive People‐Reading Game.Reviewed by Jay C. Thomas, Associate Professor, Pacific University, Portland, OR.Richard Beckhard. Agent of Change: My Life, My Practice.Albert A. Vicere and Robert M. Fulmer. Leadership by Design.Susan Albers Mohrman, Jay R. Galbraith, Edward E. Lawler III, and Associates. Tomorrow's Organization: Crafting Winning Capabilities in a Dynamic World.Reviewed by Victoria Buenger, Visiting Assistant Professor, Department of Management, Texas A&amp;M University, College Station, TX.Susan Albers Mohrman and Allan M. Mohrman, Jr. Designing and Leading Team‐Based Organizations: A Workbook for Organizational Self‐Design.Reviewed by Christopher A. Hall, University of Missouri, and Michael M. Beyerlein, University of North Texas.Bill Bamberger and Cathy N. Davidson. Closing: The Life and Death of an American Factory.Reviewed by Lynn Summers, Mediappraise Corporation, Raleigh, NC.

Science ExpOlympics: An Outreach Program of Competitive and Noncompetitive Events for High School Students

Austin Peay State University's biennial Science ExpOlympics involves competitive events, activities and demonstrations, and a science bowl competition for regional high school students. The purpose of the APSU Science ExpOlympics is threefold: to show all of the attending high school students that the sciences can be fun and interesting, to challenge those high school students who are already interested in the sciences, and to promote APSU as a potential university for graduating high school students. More than 2000 high school students have attended the Science ExpOlympics program since its inception in 1983. The Science ExpOlympics program has been jointly sponsored by the Biology, Chemistry, Geography and Geology, Industrial Technology, Mathematics and Computer Sciences, Physics, and Psychology departments.

Don't hire performance problems: The employment interview and the performance improvement practitioner

Performance + InstructionVolume 35, Issue 9 p. 6-9 Article Don't hire performance problems: The employment interview and the performance improvement practitioner David W. Denton, David W. Denton dentond@apsu01.apsu.edu David W. Denton, Ph.D., is an assistant professor of psychology and the coordinator of the graduate program in industrial/organizational psychology at Austin Peay State University. His previous positions include director of training for a large retailer and assessor for the Tennessee Assessment Center. He may be reached at Austin Peay State University, P.O. Box 4537, Clarksville, Tennessee 37044, phone: (615) 648-7233Search for more papers by this author David W. Denton, David W. Denton dentond@apsu01.apsu.edu David W. Denton, Ph.D., is an assistant professor of psychology and the coordinator of the graduate program in industrial/organizational psychology at Austin Peay State University. His previous positions include director of training for a large retailer and assessor for the Tennessee Assessment Center. He may be reached at Austin Peay State University, P.O. Box 4537, Clarksville, Tennessee 37044, phone: (615) 648-7233Search for more papers by this author First published: October 1996 https://doi.org/10.1002/pfi.4170350904 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume35, Issue9October 1996Pages 6-9 RelatedInformation

A Place to Grow: Women in the American West

Journal Article A Place to Grow: Women in the American West Get access A Place to Grow: Women in the American West. By Riley Glenda. (Arlington Heights, IL: Harlan Davidson, 1992. x + 294 pp. Illustrations, notes, index. $21.95, paper.) D'Ann Campbell D'Ann Campbell Austin Peay State University Search for other works by this author on: Oxford Academic Google Scholar Western Historical Quarterly, Volume 25, Issue 1, Spring 1994, Pages 92–93, https://doi.org/10.2307/971073 Published: 01 February 1994

Seed Germination Ecology of Two Mesic Woodland Winter Annuals, Nemophila aphylla and Phacelia ranunculacea (Hydrophyllaceae)

BASKIN, C. C., J. M. BASKIN (School of Biological Sciences, University of Kentucky, Lexington, KY 40506 and Center for Field Biology, Austin Peay State University, Clarksville, TN 37044) AND E. W. CHESTER (Center for Field Biology, Austin Peay State University, Clarksville, TN 37044). Seed germination ecology of two mesic woodland winter annuals, Nemophila aphylla and Phacelia ranunculacea (Hydrophyllaceae). Bull. Torrey Bot. Club 120: 29-37. 1993.Seeds of Nemophila aphylla and Phacelia ranunculacea (Hydrophyllaceae) were dormant at maturity in May and required high summer temperatures to afterripen enough to germinate at autumn temperatures in autumn. Seeds buried in soil in a nontemperature-controlled greenhouse in May 1989 germinated to 14-64% in light and to 7-51% in darkness at simulated autumn (15/6, 20/10?C) temperatures in October 1989. During autumn 1989, about 25 and 50% of the P. ranunculacea and N. aphylla seeds, respectively, germinated while buried in soil in the greenhouse. Seeds of P. ranunculacea exhibited an annual dormancy/nondormancy cycle during the next 24 months of burial, with only a few buried seeds germinating in the autumn of 1990, while those of N. aphylla that afterripened during the summer of 1990 germinated in the soil that autumn and did not re-enter dormancy. Thus, seed banks in the latter species are attributed to lack of afterripening and not to the ability of nondormant seeds to re-enter dormancy. Seeds sown on soil in the greenhouse in May 1989 germinated in the autumns of 1989-1991. Since seeds only germinated in autumn, the species are obligate winter annuals. Both species form persistent seed banks. Some seeds that germinated in soil samples from N. aphylla population sites were at least 2 years old, while some in two sets of samples from a P. ranunculacea site were 3 years old.