Bachelor Of Arts Degree Research Articles

Editors' introduction to special memorial issue honoring professor Lauren B. Edelman

The law and society community was heartbroken to learn in February 2023 that Lauren B. Edelman (“Laurie”) passed away. Laurie obtained her Bachelor of Arts degree from the University of Wisconsin before earning a Juris Doctor degree from University of California, Berkeley and a doctoral degree from Stanford University. She spent the first part of her career as a Professor at the University of Wisconsin Sociology department before joining the University of California, Berkeley Law and Jurisprudence and Social Policy program as the Agnes Roddy Robb Professor of Law and Sociology in 1996.

Protecting Your Professional Practice.

Lynn S. Muller, JD, BA-HCM, RN, CCM, began her career at Pace University as a registered professional nurse (RN), went onto earn her bachelor of arts degree in health care management at St. Peter's University of New Jersey, and then her Juris Doctor from Quinnipiac University School of Law. She is currently a practicing attorney and the managing partner of Muller & Muller. Her practice includes defense of health care professionals before the state licensing boards, case management litigation, family law, wills, trusts, and estates, as well as consulting representation of medical practitioners, facilities, and health service corporations on such issues as regulatory compliance and day-to-day operations. Dr. Muller is a popular and sought-after keynote and session speaker at national and regional conferences. She is the contributing editor of Professional Case Management: The Official Journal of the Case Management Society of America (CMSA) and the Commission for Case Management Certification (CCMC), a former member of the board of directors of CMSA of New York City. She is an adjunct professor at Saint Peter's University School of Nursing in the MSN and DNP Programs. Dr. Muller is the author of more than 80 articles in nursing and case management journals and listed on the NIH website. She is a contributor to the 2016 CMSA Standards of Practice and CMSA Career & Knowledge Pathways. Dr. Muller is the author of both legal chapters of the third edition of Case Management: A Practical Guide for Education and Practice and third edition of the CMSA Core Curriculum for Case Management. She is a former Commissioner for the Commission for Case Management Certification (CCMC), where she now serves on the Professional Development and Education Committee, is a certified facilitator for CCM CERTIFCATION 360, a Multi-day Immersion Program and other special projects. She is a contributor to the CCMC Case Management Body of Knowledge (CMBOK) and a past President of the New Jersey Chapter of CMSA. Dr. Muller is the former director of social services for the Borough of Bergenfield, NJ, a community-based case management program she developed and initiated. Dr. Muller has also served her community as public defender, municipal court judge, and councilwoman, and chaired the Borough's Barrier Free Committee. Address correspondence to Lynn S. Muller, JD, BA-HCM, RN, CCM, Muller & Muller, P.O. Box 164, Bergenfield, NJ 07621 ([email protected]). Disclaimer: The information contained in this department is for educational purposes only. It is not legal advice, which can be given only by an attorney admitted to practice in the jurisdiction/state(s) in which you practice. Do you have a question or issue you would like addressed here? Questions are always welcome. We encourage ALL readers to submit questions and/or manuscripts, as well as topics you would like to see addressed in this department. Questions and other inquiries are accepted by email at: [email protected]. If you have an idea you would like to discuss, send your contact information by email and you will be contacted via your preferred method. The author reports no conflicts of interest.

Lessons Learned From a Veteran's Perspective.

Lynn S. Muller, JD, RN, BA-HCM, CCM, began her career at Pace University as a registered professional nurse (RN), went onto earn her Bachelor of Arts degree in Health Care Management at St. Peter's University of New Jersey, and then her Juris Doctor from Quinnipiac University School of Law. She is currently a practicing attorney and the managing partner of Muller & Muller. Her practice includes defense of health care professionals before the state licensing boards, case management litigation, family law, wills, trusts, and estates, as well as consulting representation of medical practitioners, facilities, and health service corporations on such issues as regulatory compliance and day-to-day operations. Dr. Muller is a popular and sought-after keynote and session speaker at national and regional conferences. She is the Contributing Editor of Professional Case Management: The Official Journal of the Case Management Society of America (CMSA) and the Commission for Case Management Certification (CCMC), a former member of the Board of Directors of CMSA of New York City. She is an adjunct professor at Saint Peter's University School of Nursing in the MSN and DNP programs. Dr. Muller is the author of more than 80 articles in nursing and case management journals and listed on the NIH website. She is a contributor to the 2016 CMSA Standards of Practice and CMSA Career & Knowledge Pathways. Dr. Muller is the author of both legal chapters of the 3rd edition of Case Management: A Practical Guide for Education and Practice and 3rd edition of the CMSA Core Curriculum for Case Management. She is a former Commissioner for the Commission for Case Management Certification (CCMC), where she now serves on the Professional Development and Education Committee, is a Certified Facilitator for CCM CERTIFCATION 360 a Multi-day Immersion Program and other special projects. She is a contributor to the CCMC Case Management Body of Knowledge (CMBOK) and a past president of the New Jersey Chapter of CMSA. Dr. Muller is the former Director of Social Services for the Borough of Bergenfield, NJ, a community-based case management program she developed and initiated. Dr. Muller has also served her community as public defender, municipal court judge, and councilwoman and chaired the Borough's Barrier Free Committee. Address correspondence to Lynn S. Muller, JD, RN, BA-HCM, CCM, P.O. Box 164, Bergenfield, NJ 07621 ([email protected]). You are Invited to share your knowledge and experience. Do you have a question or issue you would like to see addressed here? Questions are always welcome. We encourage and invite all readers to submit questions and/or manuscripts, as well as topics you would like to see addressed in this department. If you have an idea, you would like to discuss, or are considering being a first-time author, send your contact information by email and you will be contacted via your preferred method. All inquiries and submissions are accepted by email at [email protected] Case Management Matters welcomes and invites you to submit articles, stories, practice tips, reflections, and revelations. We encourage new/first-time authors and will work with you. How has case management changed you and/or how have you affected the lives of others? All inquiries, questions, comments, and manuscripts should be submitted via email to [email protected] or by mail to Lynn S. Muller, P.O. Box 164, Bergenfield, NJ 07621-0164. If you have an idea for an article, but would like to discuss it, provide contact information in your email and you will be contacted by your preferred method. The author reports no conflicts. The author reports no conflicts of interest.

History of Development Communication in Batangas State University (1992 2000)

Absence of written document on what brought the emergence of Development Communication in the Batangas State University unwove the conduct of this study. Historical and oral history research methods with qualitative approach were used to conduct this study. Furthermore, the researchers formulated an interview guide for each set of informants who were chosen via a set of criteria devised before the data gathering was done. Informants of the study were first, the former Dean of the College of Arts and Sciences where Development Communication is under, second, the former Faculty Members who taught major subjects in AB Development Communication program of then Pablo Borbon Memorial Institute of Technology (PBMIT) during 1992-2000and lastly, selected students of the program. The researchers have undertaken a workshop with a history instructor to be properly trained and taught on how to conduct historical research. Narrative theory was used as a framework in this study. Document and content analyses and coding were also conducted by the researchers to analyze and interpret retrieved historical documents such as curriculum, instruction, and research and collected narratives of the informants. Themes were derived as results of this study. Moreover, introduction of Development Communication Program rooted from the need for students in the College of Arts and Sciences and of PBMIT in general, and that offering of the Development Communication program which is not offered in other universities in Batangas might cause the recruitment of more students for the institution. Moreover, Ms. Rachelle de Chavez, the daughter of Dr. Ernesto de Chavez (the College President of PBMIT during that time), suggested the offering of the Development Communication program in PBMIT. So, through exposures to several Colleges’ degree programs, the administration headed by then Dr. Ernesto de Chavez considered the adoption of the Development Communication program of the UPLB in 1992. It was then offered under the College of Arts and Sciences as a Bachelor of Arts degree.

EFL Students’ Attitudes towards Using Online Learning during Covid-19: Applying Technology Acceptance Model

This study examined the attitudes toward online learning of EFL students by applying technology acceptance model (TAM) constructs along with the characteristics of the online learning system and the experience of online learning as external independent variables. The study used a quantitative approach. The researchers collected data by administering a questionnaire using Microsoft’s online form to the tertiary students who were studying for their Bachelor of Arts degree (B.A.) in the English Language and Literature Department at Al-Balqa Applied University – Jordan. . One hundred eighty-five students out of 602 responded to the questionnaire. The researchers used SPSS and Structural Equational Modeling (SEM – Smart PLS) to analyze the data. Among the findings, the characteristics of an online learning system significantly affected perceived usefulness (PU), perceived ease of use (PEOU), attitudes, and the behavioral intentions (BIs) of EFL learners. In contrast, EFL learners’ PEOU negatively affected their attitudes towards online learning and BIs. Finally, the attitudes of students who studied online for four semesters or more were negative compared to those who took less than four semesters online. These findings could be attributed to the supposedly temporary and rapid shift to online learning due to Covid-19 lockdown measures. This study is significant because it develops an understanding of tertiary EFL attitudes towards online learning. It also reflects on their behavioral intentions to utilize online learning after the pandemic. The researchers believe that this is the first study to examine EFL learners’ attitudes and BIs on using online learning during/after the pandemic in Jordan using TAM.

Perceptions of Preceptors and Audiology Students on Practicum During the COVID-19 Pandemic.

The aim of this study was to assess the perceptions of audiology students and preceptors regarding changes in the practicum as a result of COVID-19. This study was conducted during two different periods, with Internet questionnaires posted on social media forums. Preceptors and newly graduated clinicians were recruited in 2019 for a study prior to COVID-19, and students and preceptors were recruited for comparison during COVID-19. Four groups participated in this study: (a) 101 students who were enrolled in the second, third, or fourth year of an Israeli communication disorders Bachelor of Arts (BA) program during the pandemic; (b) 94 newly graduated audiologists with a BA degree from an Israeli communication disorders program granted in the last 3 years (before COVID-19); (c) 18 audiologist preceptors who supervised audiology practicum in an Israeli communication disorders BA programs (before COVID-19); and (d) 20 audiologist preceptors who, during COVID-19, were supervising an audiology practicum in Israel. Perceptions of the various groups were compared. Although perceptions of preceptors and students regarding the practicum were revealed to be similar, perceptions of the practicum before COVID-19 underwent changes in the course of the pandemic. In evaluating the COVID-19 experience, both preceptors and students agreed that more hours of practicum were needed, as well as more variety in types of cases and exposure to varied placements. Academic programs and employers should consider implications of changes implemented in the practicum due to COVID-19, which can be addressed either in continuing education and/or by additional supervision in the future workplace. https://doi.org/10.23641/asha.19855639.

Editorial introductions.

Editorial introductions.

Critical Assessment of Poetry of Philip Larkin

In the year 1922, Philip Larkin was born in Coventry, which is located in England. In addition to finishing with First Class Honors in English, he received his Bachelor of Arts degree from St. John's College, Oxford, where he also became friends with the author and poet Kingsley Amis. After completing his undergraduate degree, Larkin went on to pursue professional courses in order to become a librarian. He began his career in Shropshire and Leicester, continued it at Queen's College in Belfast, and ended it as the librarian at the University of Hull. He worked in libraries the whole of his life. Not only did Larkin produce volumes of poetry, but he also wrote and published two novels, Jill (1946) and A Girl in Winter (1947), as well as jazz music criticism, essays, and review articles. The latter were compiled into two books: All What Jazz: A Record Diary 1961-1968 (1970; 1985) and Required Writing: Miscellaneous Pieces 1955-1982. Both were published in 1970 and 1985 respectively (1984). Before his death in 1985, he was considered by many to be "England's other Poet Laureate." He was one of the most well-known poets to emerge from England in the decades after World War II. In point of fact, when the post of laureate became available in 1984, numerous poets and critics advocated for Larkin's election to the position; nevertheless, Larkin chose to stay out of the spotlight.

Examining women’s differential pathways into computer science by BA and BS degree programs

ABSTRACT Background and Context Women are severely underrepresented in computer science (CS). Understanding varied entry points into CS may promote women’s participation in the field. Objective This study identifies experiences that influenced women’s matriculation into CS majors, and pathways into CS based on participants’ enrollment in bachelor of arts (BA) or bachelor of science (BS) degree programs. Method Semi-structured interviews were conducted with 13 women completing CS bachelor’s degrees at a public institution in the U.S. Findings Findings show different entry points into CS based on whether women matriculated into the site institution’s College of Engineering (pursued a BS degree) or College of Arts and Sciences (BA degree). For most, introductory CS courses were critical to choosing a CS major. BS students entered college with existing STEM interests and received early exposure to CS via curricular requirements. BA students entered CS courses and majors comparatively later, often based on social encouragement. Implications Degree program structures and curricula influence students’ exposure to CS and their major choices. Since most BA participants did not consider a CS major until their second year, flexible curricula can provide critical access for students with limited computing experience.

My Own Liberator: A South African Story

Abstract Dikgang Moseneke was born in Pretoria, South Africa in December 1947. He was imprisoned on Robben Island, where most political prisoners were kept, off the coast of Cape Town for 10 years as a young man for his political activity. While in prison, he obtained a Bachelor of Arts degree in English and Political Science and later completed a Bachelor of Laws degree. After his release from prison, he was admitted as an attorney in 1978 and in 1983 was called to the Pretoria Bar as a Senior Counsel. During the 1980s he worked underground for the Pan-African Congress and became its deputy president when it was unbanned in 1990. Moseneke also served on the technical committee that drafted the interim South African constitution of 1993. After a corporate career between 1995 and 2001, President Thabo Mbeki appointed him to the High Court in Pretoria and in 2002 as a judge in the Constitutional Court. In June 2005, he became the Court’s Deputy Chief Justice, a position from which he retired in May 2016. In this essay, he chronicles his years of protest, political activity, and imprisonment as a young man. The essay is an excerpt from his memoir, My Own Liberator, which is published by Picador Africa (2018), and is available online and at all good bookstores.

Exploring Reliability and Factorial Validity of Responsible Talk and its Impact on Cooperative Classrooms

The aim of this study was to validate an instrument which enables the evaluation of talk which maximizes student performance during different segments of interaction-interactivity throughout a complete learning sequence. Based on works developed by the Learning and Research Development Center of the University of Pittsburgh, a scale was developed that gathered the most relevant behaviors of each proposed dimension by researchers from this university center. The scale was used to develop a core subject for a final year Bachelor of Arts degree in Primary Education at a university in Spain and was applied to the 65 students (M = 19, F = 46) taking the subject. The data analysis used an exploratory factor analysis (EFA) that yielded a reliability of α = 0.922. EFA revealed a final interpretable three-factor structure, and the factorial solution comprised 87.86% of total variance. Results show that the talk that students use has three purposes: to constitute an effective group for learning, to build knowledge and to verify its acquisition. The results are discussed in terms of input from the Center for Research in Education and Educational Technologies at the Open University and the Learning Research and Development Center of the University of Pittsburgh.

Robert A. Zimmerman, MD.

On February 23, 2021, the pediatric neuroradiology community lost our beloved colleague, master clinician, and mentor, Dr Robert “Bob” A. Zimmerman. He died peacefully at home, amid family. Bob was born June 20, 1938, in Philadelphia, and he received his bachelor of arts degree in biology at

Editorial introductions

Editorial introductions

Part of Speech Mastery of Thai Students of Xavier Learning Community, Thailand

This paper investigated the Thai students’ mastery of parts of speech in English. It is urgent to conduct this study because it would explore the students’ difficulties in identifying parts of speech when producing grammatical sentences and then assist them in tackling the language challenges. The data consisted of 30 written reflections produced by students belonging to two classes and were collected from all of the 30 students of batch 2018 pursuing their Bachelor of Arts degrees at Xavier Learning Community (XLC) in Chiang Rai, Thailand. This error analysis study examined the (mis)use of the four main parts of speech or syntactic categories, namely adjectives, adverbs, nouns and verbs in written reflections of XLC students. Results showed that in general the students still faced challenges in recognizing and using parts of speech grammatically in writing reflections. The highest number of mistakes involved adjectives, namely 32 times (46.37%), and consecutively followed by nouns, 18 (26.08%), verbs, 15 (21.73%) and adverbs, 4 (5.79%).

Is Legal Really Legal?: The Evolving World of Cannabis.

Lynn S. Muller, JD, BA-HCM, RN, CCM, is a nurse attorney and managing partner of Muller & Muller with a Bachelor of Arts degree in Health Care Management from St. Peter's University of New Jersey. She earned her Juris Doctor from Quinnipiac University School of Law in Connecticut. Her practice includes defense of health care professionals before the state licensing boards, case management litigation, family law, wills, trusts, and estates, as well as consulting representation of medical practitioners, facilities, and health service corporations on such issues as regulatory compliance and day-to-day operations. Dr. Muller is a popular and sought-after keynote and session speaker at national and regional conferences. She is the Contributing Editor of the journal Professional Case Management. She is an adjunct professor at St. Peter's University School of Nursing in the MSN and DNP programs. Dr. Muller is the author of more than 50 articles in nursing and case management journals and was featured in the Journal of Nurse Administrators. She is a contributor to the 2016 CMSA Standards of Practice and CMSA Career & Knowledge Pathways, the author of the Legal & Ethical Chapter of the sixth edition of the Case and Population Health Chapter for Leadership and Nursing Case Management by Diane L. Huber, published by Elsevier. Dr. Muller is the author of both legal chapters of the third edition of Case Management: A Practical Guide for Education and Practice and third edition of the CMSA Core Curriculum for Case Management. She is a former Commissioner for the Commission for Case Manager Certification (CCMC), where she now serves on the Professional Development and Education Subcommittee, is a facilitator for the CMCC360 2-Day Immersion Program, and is a contributor to the CCMC Case Management Body of Knowledge (CMBOK). She is a past President of the New Jersey Chapter of CMSA and the former Director of Social Services for the Borough of Bergenfield, NJ, a community-based case management program she developed and initiated. Dr. Muller has also served her community as a public defender, a municipal court judge, a councilwoman, and chaired the Borough's Barrier Free Committee. Address correspondence to Lynn S. Muller, JD, BA-HCM, RN, CCM, Muller & Muller, P.O. Box 164, Bergenfield, NJ 07621 ([email protected]). Disclaimer: The information contained in this department is for educational purposes only. It is not legal advice, which can only be given by an attorney admitted to practice in the jurisdiction/state(s) in which you practice. Do you have a question or issue you would like addressed here? Questions are always welcome. We encourage ALL readers to submit questions and/or manuscripts, as well as topics you would like to see addressed in this department. Questions and other inquiries are accepted by e-mail at: [email protected]. If you have an idea you would like to discuss, send your contact information by e-mail and you will be contacted via your preferred method. The author reports no conflicts of interest.

“Every Novel is a New Country”: A Conversation with Junot Díaz

ABSTRACTJunot Díaz (born on December 31, 1968) is a Dominican-American writer, creative writing professor at the Massachusetts Institute of Technology, and fiction editor at Boston Review. He was born in Santo Domingo, Dominican Republic, and immigrated with his family to New Jersey when he was six years old. He earned a Bachelor of Arts degree from Rutgers University, and obtained his MFA from Cornell University. Díaz is the author of the critically acclaimed short story collection Drown (1996), The Brief Wondrous Life of Oscar Wao (2007), which won the 2008 Pulitzer Prize for Fiction and the National Book Critics Circle Award, and This Is How You Lose Her (2012), a New York Times bestseller and National Book Award finalist. He received a MacArthur “Genius” Fellowship in 2012, and was also the recipient of PEN/Malamud Award, Dayton Literary Peace Prize, Guggenheim Fellowship, and PEN/O Henry Award. He was appointed chair of the Pulitzer Board in April 2018. This conversation took place at MIT, Cambridge, Massachusetts, on September 6, 2019.

Early Days with the Conference of Latin Americanist Geographers: Some Very Selective, Irreverent, and Personal Reminiscences

Early Days with the Conference of Latin Americanist Geographers:Some Very Selective, Irreverent, and Personal Reminiscences1 Tom Martinson the day broke clear and cool in Ottawa, Canada, on September 24, 1984. Already, members were discussing and debating points of their research, and soon the annual meeting of the Conference of Latin Americanist Geographers (CLAG) would be declared open and another day of camaraderie and confrontation would begin. It was another meeting of old and new friends whose goal was to know and tell more about their twin passions, Geography and Latin America. Little did I know that later that day I would receive the CLAG Award for Exceptional Leadership and Service, and as I sat across the table from presenter Richard Wilkie, Chair of the Honors Committee, I reflected on all the priceless experiences and great friendships that had come my way because of the very people who chose to honor me. It is they, of course, who deserve the honor, for all the years of dedicated service they gave this organization, from the small band of 10 or 15 people gathering in a few planning meetings across the United States to the large and consequential international body it is today. Years ago, Karl Butzer once asked me why I chose to take a service-oriented career path rather than a more traditional one involving research and publication. I didn't have a good answer then; perhaps I can do better now. Relating these reminiscences will help, for my story and CLAG's story are intertwined. I am one of the fortunate few who served from the beginnings of our organization until its maturity. My strongest memories are of the many people, friends, who I came to know through my time in our organization. Long before CLAG and as a high school student in Oregon, I saw and heard of the rise of Fidel Castro in Cuba and the dramatic [End Page 14] changes that followed. I was fortunate enough to have taken two courses in Geography at my high school in Gresham, Oregon, so I saw the implications of this movement and the changes in the wind for Latin America, and I wanted to know more. So, on my first day as a freshman at the University of Oregon, I knocked on the door of the Department of Geography and, as the door opened, I said, "I'm Tom Martinson. I want to major in Geography and study Latin America." After a moment of stunned silence, Gene Martin welcomed me into his office. Lucky me. That first Oregon geographer I metwas to be my friend and mentor for many decades, as he was a Latin Americanist. Gene Martin, master teacher, and Carl Johannessen, master investigator, guided my path through the program at Oregon, where I think I took all the courses for the major as well as some they created for me. After I earned my Bachelor of Arts degree in Geography at Oregon, I was lucky again, for I received a National Defense Education Act fellowship to attend the University of Kansas, where Robert Nunley and John Augelli were developing a core group with Latin American interests. With their assistance I completed my coursework toward the PhD degree and, through the perseverance of Bob Nunley in persuading his dean to part with the money, was able to travel to Latin America for the first time. It was an amazing experience. I was overwhelmed by a firestorm of scenes, smells, and spectacles, stirring all my emotions. I knew I had made the right decision those years ago to study Latin America. As I drove through Mexico and Central America in my Volkswagen Beetle, I began to absorb some of the issues and problems that would pervade my professional life for years to come. But first there were more opportunities back home. I accepted a one-year teaching appointment at the University of Colorado, substituting for Don McPhail, their Latin American geographer, then on leave in Chile. There at the same time was Gary Elbow, finishing his dissertation on Latin America at the University of Pittsburgh. He and I were students together earlier at Oregon, he a graduate...

David A. Hamburg (1925-2019).

Renowned physician-psychiatrist and humanitarian

Editorial introductions

Editorial introductions

Dr. Gertrude Helmecke: A Young German American Woman's Life in Denton Texas, 1916–1917

Dr. Gertrude Helmecke:A Young German American Woman's Life in Denton Texas, 1916–1917 Steven M. Collins (bio) Click for larger view View full resolution Letter by Gertrude Helmecke, January 18, 1917. From Gertrude Helmecke Letters, 1916–1917, Woman's Collection (University Archives, Texas Women's University, Denton, Texas). [End Page 300] In 1916, German American Dr. Gertrude Helmecke arrived at the College of Industrial Arts (CIA, now Texas Woman's University) in Denton, Texas, to begin her faculty position as the college's new physical education teacher. By this time in her life, she had a strong record of academic accomplishment. At the University of Michigan (1910–14), Gertrude was vice president of the German Club (Deutscher Verein), secretary of the French Club (Le Cercle Français), and was active in sports.1 In 1911, she earned the fourth highest individual score in the annual girl's indoor meet, which consisted of thirteen events, such as marching, rope climbing, dancing, and the high jump. In 1914, she graduated from the University of Michigan with a bachelor of arts degree in physical education.2 In 1916, she received her doctor of osteopathy (DO) degree from the Sargent School of Physical Education in Cambridge, Massachusetts.3 Osteopathy is a theory of medicine that began in the late nineteenth century and posits that vertebral displacement is the cause of most diseases and whose elimination through spinal manipulation would allow the [End Page 301] unobstructed flow of blood, remove symptoms of pathology, and enhance the body's natural curative powers. As late as the 1890s, contemporary medicine relied on bloodletting and toxic pharmaceuticals, like arsenic, to treat diseases. As a result, many states refused to recognize osteopathy as a legitimate health field and denied medical licenses to its practitioners. This situation attracted many women to the field of osteopathy, particularly those denied entry to traditional male dominated medical schools.4 However, it was not disdain for osteopathy that concerned her in her in letters from Denton to her parents in Michigan in 1916 and 1917, but rather how the prospects of war between the United States and Germany affected the lives of people, like Gertrude and her family, that were both German and American. In 1902, Gertrude's father, Stephen Helmecke of Braunschweig, Germany, came to the United States to work for the Globe Wernicke Company, a library furniture manufacturer located in Cincinnati, Ohio.5 His wife, Marie, and children, Carl Albert (age twelve) and Marie Gertrude (age nine), arrived later that same year from Germany on the passenger liner the Graf Waldersee of the Hamburg-Amerika Linie.6 The Helmecke family resided in Cincinnati for five years before moving to Grand Rapids, Michigan, and both Carl and Gertrude later attended the University of Michigan. The Helmecke family spoke German at home and rented a room to German immigrants such as public school teacher Amy Broome. Retaining their German heritage, particularly in the home, was common among German Americans who often viewed their culture as an integral part of their identity. For many German American immigrants, the emphasis was on the first part of their dual identity, they were Germans who sought to become Americans without relinquishing their German-ness. Between 1820 and 1924, more than five million German immigrants arrived in the United States, making them the largest non-English speaking immigrant group. In 1910, 174,776 Texans stated that German had been the language of their childhood home.7 Many German Texans settled in a broad, fragmented belt that stretched from Galveston and Houston on its eastern edge to Kerrville and Hondo in the west, with additional pockets [End Page 302] of German communities scattered about the state, including Muenster and Lindsay in North Texas.8 In 1914, after German troops marched into Belgium, the Texas German-language newspapers Fredricksburger Wochenblatt and the Neu-Braunfelser Zeitung blamed the war on the Allied Powers (Britain, France, and Russia) and expressed confidence in a German victory. The pro-German viewpoint of these newspapers was possible due to freedom of the press and because of the United States' official position of neutrality in the First World War...