Georgia Southern University Research Articles

Introduction

Introduction Jonathan Leib In 2010, the Association of American Geographers’ Study of the American South Specialty Group held its inaugural Plenary Lecture at the AAG’s annual meeting in Washington, D.C. The plenary lecture is designed to honor scholars who are making significant contributions to our understanding of the geographies of the American South. The inaugural Study of the American South Specialty Group plenary was presented by Jamie Winders of Syracuse University. Dr. Winders is well-known as a leading expert on the growth of Latino migration to the American South, and its impact on both the region and the migrants themselves. Her presentation, “Re-Placing Southern Geographies: The Role of Latino Migration in Transforming the South, Its Identities, and Its Study,” is far-reaching in asking us as scholars of the American South to examine how this migration is transforming the South as a place and a region. Following the presentation, Robert Yarbrough (Georgia Southern University) and Thomas Chapman (Old Dominion University), both experts on the fluid nature of identity/identities in the American South, provided insightful commentaries on Dr. Winders’ presentation. Extended versions of all three presentations are included in this section. Founded in 2007 by Derek Alderman and Bill Graves, The AAG Study of the American South Specialty Group strives to create a national platform for promoting study of the social, political, cultural, economic, and ecological aspects of the American South, and encouraging critical reflection on the issues, processes, intrinsic qualities, and interconnections that shape the region and its landscapes. Membership in the Specialty Group is open to all AAG members. We thank the editors of the Southeastern Geographer for agreeing to publish the Plenary Lecture and Commentaries. [End Page 341] Jonathan Leib Old Dominion University Chair, AAG Study of the American South Specialty Group Copyright © 2011 Southeastern Division of the Association of American Geographers

Plenary Paper Discussant Commentary 2

A treatise that begins with the statement I am not a fan of country music, but I am a radio flipper, certainly gets my attention. Like the author, I am also not a big fan of country music (except for Dolly and Reba, who doesn’t love them)? Music reviews aside, Winders’ invocation of how country music lyrics illustrate competing nodes of diffusion that work to question geographical imaginations of southern ‘authenticity’ is truly fascinating. When it comes to the material and social changes in the southern landscape over the years, I have some firsthand experience. While attending graduate school at Florida State in Tallahassee, then getting my first teaching job at Georgia Southern University in Statesboro, I would occasionally take long drives into the rural countryside, stopping along the way to stroll through the many small towns that dot the landscape. At least to this non-southerner, southern rural culture initially appeared permanently fixed in both time and space. In subsequent years, however, I began to notice some changes in these cultural nodes of rural southern life. The Baptist churches in these small towns, still very much iconographic symbols of AfricanAmerican and white vernacular southern culture, began sharing religious space with a Catholic church, built to accommodate the large numbers of Hispanic migrant laborers who work the farm fields. Signs that advertised we speak Spanish began appearing in the windows of the mom and pop stores along Main Street. Mexican restaurants suddenly appeared where the local country diners once stood. So in a rural context, I most certainly agree with Winders’ thesis of the changing nature of material, social and cultural spaces in the south. I was pleased to see Winders incorporate Doreen Massey and David Harvey’s theoretical lens of time-space compression into her narrative on ‘re-placing’ southern geographies. This is a fitting juxtaposition, where global capitalism has shrunk both space and time, and where old attachments to place and identity (in this case southern place and identity), are thrown into a maelstrom of multiple meanings. Her discussion of southern urban/rural dualities and those liminal spaces in between are particularly relevant here, as she correctly calls into question the false assertion of a ‘southern culture’. There are many different place-specific contingencies that give rise to the south’s geographical imagination, particularly when placed against a backdrop of racialized constructions of identity. Extending the discussion further, Winders’ invokes the extra-scalar implications of competing southern identities from the scale of the body, and the implications of otherness that goes along with bodily attributions, such as the ‘in

How to Recover After You've Make a Mistake

Every seasoned employee remembers her first mistakes. To err is human; the only way to avoid errors is to do nothing at all. Try hard to avoid mistakes but know that some will happen. What will you do next? Dr. Annemarie Seifert, associate VP for student affairs and enrollment management at Georgia Southern University and Dhanfu Elston, academic professional for student retention at Georgia State University, spoke at the NASPA conference in Philadelphia in March about managing professional missteps. Participants listed: Are they career-destroying or a short-term embarrassment? Not all mistakes are equal; there's a continuum from firing offenses like embezzlement to lesser ones like irritating co-workers. The seriousness of an offense like drug abuse may vary with the job or institutional climate. But the outcome will also depend on your response after you slip up. Personalities can make a bad situation worse. “A small mistake gets large if you don't acknowledge it. It becomes a trust issue,” Elston said. Allan Forbis defined personal accountability as “the willingness to claim 100% ownership for the results provided as a consequence of your involvement, both individually and collectively with others.” Here are its ABCs: You can't undo the past or make other people forget, but you can take control of what happens next. Try to separate the real situation from the emotions surrounding it. Talk to peers in your support network to help you sort it out. Learn from the experience. Oscar Wilde wrote, “Experience is the name everyone gives to their mistakes.” Don't: Using case studies, they discussed how supervisors can respond to their employees' mistakes. By reflecting on their part in the error, supervisors can learn from experience. Case study: missed deadline. Katie missed the due date for a critical grant request, based on assumptions she made without double-checking. Important funding would be lost. What might the supervisor have done differently? Without taking over Katie's job by making her own calendar, she'd have been wise to communicate more clearly the importance of this priority. “You need a really good dialog for framing the context of the mistake,” Seifert said. Case study: driving while intoxicated. How important is Casey's DWI? Context matters. Does he work behind the scenes or is he a spokesperson for the college, a role model to students or even director of alcohol education? When Seifert dealt with such a situation, they told the guy he needed help. “We counseled him through it. We did not fire him. He works harder now,” she said. Case study: exceeding authority. A rising star with an exemplary record, James was asked to fill in for his supervisor at a senior level meeting. There he made a $50,000 commitment for his division that he wasn't authorized to make. Both James and his supervisor should learn to clarify the scope and limits of his responsibility and authority when he fills in above his job level. Tips for supervisors: Rarely does a mistake mean your career is over. To rebuild your integrity after a misstep, have the consummate professional attitude. Don't deny negative feedback. Create a policy or procedure for handling errors, drawing on professional standards and the culture of your school. Know and follow the standards of your professional organizations, your university and your supervisor. A misstep needn't be a career barrier but can be a bridge to greater strength and wisdom on the job. aseifert@georgiasouthern.edu or 912.478.5256 delston@gsu.edu or 404.413.2052

Characterization of aquaporin 8 isoform expression in eel (Anguilla sp.) intestine

Euryhaline eels are placed under severe osmotic stress when they migrate from freshwater to seawater during their lifecycle. In seawater, the animals drink to maintain equilibrium; to obtain water to replace continual losses occurring due to osmosis across permeable body surfaces. A significant increase in the intestine's capacity to absorb water from imbibed fluid consequently occurs and this may involve upregulation of aquaporin water channels. Studies using quantitative polymerase chain reaction or Northern blotting have shown increases in aquaporin 8 and 8b isoform mRNA levels in intestinal segments following seawater acclimation of eels. Custom-made isoform-specific polyclonal antibodies have been raised against aquaporin 8 and 8b, and these show intracellular staining in intestine surface epithelial cells. Additionally, there are indications of a lateral plasma membrane localization of aquaporin 8 and 8b isoforms in rectal surface epithelial cells, suggesting a role for aquaporin 8 and 8b isoforms in water absorption mechanisms. Results of Western blot experiments may also be presented. This work was supported by a National Science Foundation grant IOS 0844818. J. Walsh and M. Kuijpers are supported by Georgia Southern University, Chandler research scholarships. Summer research on this project was performed at the Mount Desert Island Biological Laboratory, ME.

On achève bien les écoliers by Peter Gumbel

Goumilev et Mandelstam, qu’on appelle volontiers “adamisme”, s’oppose au futurisme russe surnommé quant à lui “avenirisme” (234). L’ouvrage a l’avantage de présenter les avant-gardes avec une justesse et une richesse d’anecdotes que l’on s’attendrait à trouver dans une collection onéreuse. C’est un panorama exhaustif et synthétique pour les néophytes ainsi qu’une source de concordances et de controverses pour les spécialistes. Stony Brook University (NY) Franck Dalmas GUMBEL, PETER. On achève bien les écoliers. Paris: Grasset, 2010. ISBN 978-2-246-759317 . Pp. 171. 9 a. This essay was called “le livre choc de la rentrée” in Le Nouvel Observateur (“L’école casse-t-elle nos enfants?” 2 septembre 2010). It is an indictment of some of the traditional aspects of the French educational system by a British journalist who currently teaches at Sciences Po and whose daughters are attending French schools. Armed with his own experience and that of other parents, his readings, interviews of experts, administrators, teachers, and students, as well as international reports such as those of the OECD Program for International Student Assessment (PISA), he proposes an outsider’s look from the inside at a system which has, in practice, strayed away from its original republican ideals (“the French Dream”) and is leaving too many children behind. In spite of the country’s reputation in the development of teaching and learning approaches, current results are not where they should be, compared to those of other developed countries. France, during the last four decades, fell behind in responding to the increase in the secondary-school student population with appropriate pedagogical practices. For Gumbel, one of the main causal factors is the perpetuation of an elitist educational culture focused on errors, in which humiliation, a salient feature of the system to the outside observer, is too often present and creates a reverse Pygmalion effect. As a result, international comparisons show that in France, more students, even among the best ones, are more anxious, more afraid to make mistakes, more likely to feel that they are hopeless (even when they perform well) and that their teachers do not help them. Among the counterproductive and antiquated elements that have been abandoned elsewhere, the author points out the practice of making students repeat an entire year, as well as a subjective grading system that is more concerned with ranking and selecting rather than indicating levels of competence and suggesting ways to improve. He sees France’s educational problems as largely cultural, and because they cannot seem to be solved from within the culture, in spite of constant debates about education and the awareness and willingness of many, he proposes solutions based on an examination of what other developed countries facing similar societal changes have done to address them, especially those with high PISA scores, such as South Korea and Finland. The most important recommendation is a shift to a system that promotes self-confidence. Of course, Gumbel’s suggestions concerning the development of positive attitudes are not new to us. He does stress that in spite of all their flaws, this is one thing American schools do very well. However, this well-documented essay, Reviews 381 written with the specific purpose of trying to influence the French debate on education , deserves our attention for a number of other reasons. It is an essential book for our profession not only as a document on French education and culture, but also because it contains a wealth of information which many of us, especially those who are not methodologists and may not be familiar with the details mentioned , should find extremely useful in our reflection on what we do as teachers. Written for a general audience, its style is light, easy to read, with a touch of British humor, somewhat caustic at times (as suggested by the title), but never gratuitous. In addition, its cross-cultural value cannot be over-emphasized, since one of its overarching themes is the limitations imposed by a culture on solving its problems from the inside. Georgia Southern University, emeritus Jean-Paul Carton MARZORATI, JEAN-LOUIS. C’était les années 50. Paris: L’Archipel...

Table of Contents

Abstract Building a Metacognitive Curriculum:An Educational Psychology to Teach MetacognitionRandy M. IsaacsonIndiana University South BendChristopher A. WasKent State University Editor's Note: EVALUATION“This Won't Hurt a Bit …” The Truth About Student EvaluationsSteven SullivanDean of FacultyAmerican University in Bulgaria QUOTATIONSSome T&L Quotations PROGRAMSTeaching About and Against Stereotypes:Preparing white preservice teachers for diverse classroomsYasar Bodur, Ph.D.Department of Teaching andLearningGeorgia Southern UniversityMichelle Reidel, Ph.D.Department of Teaching andLearningGeorgia Southern University REPRISETeaching More Than You Know: REDUXHoward AldrichUniversity of North Carolina AD REM …I Thought I Was a Good Student!Marilla SvinickiUniversity of Texas at Austin

Restructuring Introductory Physics by Adapting an Active Learning Studio Model

Despite efforts to engage students in the traditional lecture environment, faculty in Georgia Southern University’s Physics Department became dissatisfied with lecture as the primary means of instruction. During the fall semester of 2006, our department began adapting the studio model to suit the needs of introductory calculus-based physics students at our institution. A studio course seamlessly integrates the lecture and laboratory courses into a single course, devoting much of the class time to active, collaborative, student-centered learning. An emphasis was placed on replacing traditional lectures with interactive, technology enriched class periods designed around the various learning styles. New teaching materials were created so that old laboratory assignments, very “cook-book” in nature, could be replaced with new inquiry-based laboratories. Assessment indicated students enrolled in the studio courses experience greater success in achieving the desired learning outcomes than those students enrolled in the traditional lecture courses. As of the fall semester of 2008, all sections of the introductory calculus-based physics courses at Georgia Southern University are taught utilizing the newly adapted studio model.

Evolution and Engagement in SoTL: Today, Tomorrow, and Internationally

This article presents a revision and extension of remarks made by the authors as part of a plenary panel at the 2010 SoTL Commons Conference at Georgia Southern University in St atesboro, Georgia (USA) on the current and future state of SoTL both in their respective countries (New Zealand, Israel, Denmark, the United States, and Trinidad & Tobago) and internationally. We devote special attention to issues and themes that are common across our countries and others.

A Faculty Learning Community on the Scholarship of Teaching & Learning: A Case Study

What happens when a group of faculty interested in SoTL gets together? This essay presents a case study of the Faculty Learning Lommunity [FLC] on SoTL at Georgia Southern University since its inception in 2006. Included in the discussion are the history and origins of the FLC, its evolution over the last four years, the products and outcomes of the FLC, and reflections from recent members on the influence of the FLC on their teaching, scholarship, and professional development.

Manage Your Boss for a Successful Career

Manage Your Boss for a Successful Career

Personal Responsibility Among Adolescents

Letters Health AffairsVol. 29, No. 7: Weighing The Impact Of Health Reform Personal Responsibility Among AdolescentsAnne McGuire and Jian Zhang Affiliations Georgia Southern University Statesboro, Georgia PUBLISHED:July 2010No Accesshttps://doi.org/10.1377/hlthaff.2010.0616AboutSectionsView articleView Full TextView PDFPermissions ShareShare onFacebookTwitterLinked InRedditEmail ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions View article"Personal Responsibility Among Adolescents." Health Affairs, 29(7), p. 1418TOPICSAdolescentsCondoms Loading Comments... Please enable JavaScript to view the comments powered by Disqus. DetailsExhibitsReferencesRelated Article MetricsCitations: Crossref 1 History Published online 1 July 2010 Information Project HOPE—The People-to-People Health Foundation, Inc. PDF downloadCited byBariatric surgery for obese children and adolescents: a review of the moral challenges30 April 2013 | BMC Medical Ethics, Vol. 14, No. 1

Dermacentor variabilis (Ixodida: Ixodidae) in Panama: report associated with tourism

Ticks are the principal vectors of several pathogenic agents in animals and can transmit disease agents to humans (Dantas-Torres et al. 2009). The global tourism industry, international pet commerce, and the general expansion of international travel have facilitated the transportation of ticks to new localities outside their natural distributions. For example, 99 species of exotic imported ticks have been reported in the United States (Keirans and Durden 2001), ten species of reptile ticks originating from South America were found in the United Kingdom (Pietzsch et al. 2006), and ten exotic species have been reported in Brazil (Dantas-Torres et al. 2009). Although rare, humans can carry attached ticks to non-endogenous areas through tourism and migration. In this paper, we report the finding of a partially engorged tick female, on a 10-year-old child from Baltimore, MD, U.S.A. who was visiting Panama. The child arrived in Panama on 1 July 2009 and remained in Panama City until 10 July 2009, when he travelled to Carti, Kuna Yala, on the eastern Caribbean coast. The tick was removed on 11 July 2009, when his mother saw it on the child's head during the trip to Carti. The tick was transported to the Medical Entomology Branch in the Gorgas Memorial Institute (ICGES) in Panama City, where it was identified as Dermacentor variabilis according to the key of Yunker et al. (1986) and later confirmed by Lance Durden and Lorenza Beati at Georgia Southern University, Statesboro, GA, U.S.A. The specimen has been deposited in the Zoologic Collection “Dr. Eustorgio Méndez” in ICGES, codified as E-031. While in Panama City, the child participated in various activities, such as swimming and football; nevertheless, during the ten days after the arrival from the U.S.A., the presence of the tick was not evident. It is likely that the tick attached beneath the hair in the United States and remained undetected, or that the tick had infested clothing and attached to the scalp later in Panama. Whatever the origin of the bite, it is important to note the possibility that ticks can travel through human tourism. Only one previous case of a D. variabilis tick transported by a human to a non-native area has been reported. In this similar case, a partially engorged female was removed from a woman who had returned to Canberra, Australia, from New York, U.S.A., two weeks prior (Halliday and Sutherst 1990). According to these authors, D. variabilis could expand its distribution in regions such as Central and South America based on geo-climatic and host aspects. Dermacentor variabilis is endogenous in North America, parasitizing various species of mammals, including humans (Smith et al. 1946, Dantas-Torres 2007). This species is the primary vector of Rickettsia rickettsi, the pathogen that causes Rocky Mountain spotted fever (RMSF) (Dantas-Torres 2007). RMSF is a moderate to severe illness characterized by systemic symptoms, including rash and fever, and can progress to end-stage organ damage and death if left untreated. This disease is endemic to the Americas, with most cases occurring in the U.S. In Latin America, RMSF (often called “spotted fever”) is transmitted by other ticks vectors such as Rhipicephalus sanguineus, Amblyomma cajennense, and A. aureolatum (Labruna 2009). Although R. sanguineus could be infected, it rarely bites humans. Other tick species recorded as feeding on humans in Panama are Amblyomma cajennense, A. naponense, A. oblongoguttatum, A. ovale, A. parvum, A. sabanerae, Dermacentor latus, D. imitans, Ixodes boliviensis, Rhipicephalus sanguineus, and immature unidentified Amblyomma spp. (Fairchild et al. 1966). Additionally, other species present in Panama, such as A. coelebs, A. dissimile, A. longirostre, and R. microplus, were reported biting humans in South America (Guglielmone et al. 2006). Accurate knowledge of native tick species is important in order to recognize and monitor exotic species, especially those that are a risk to human and animal health. The public health significance of the international transport of exotic tick species is unclear. For many ticks collected from animals there is no known association with human disease. However, vectors of known pathogens can pose a threat to human or animal health depending on their ability to survive or become established in a non-indigenous area. This depends on a variety of environmental and ecologic conditions, such as climate and native hosts. Also, the ability of an introduced female tick to undergo parthenogenesis or to lay viable eggs in a foreign location could be important. We thank Lance Durden and Lorenza Beati (Georgia Southern University, U.S.A.), for confirming the identification and for comments and Marcelo Labruna (University of Sao Paulo, Brazil) for manuscript comments.

Eocene–Oligocene transition in Central Asia and its effects on mammalian evolution

Research Article| February 01, 2010 Eocene–Oligocene transition in Central Asia and its effects on mammalian evolution Brian P. Kraatz; Brian P. Kraatz 1Department of Anatomy, Western University of Health Sciences, Pomona, California 91766, USA Search for other works by this author on: GSW Google Scholar Jonathan H. Geisler Jonathan H. Geisler 2Department of Geology and Geography, Georgia Southern Museum, Georgia Southern University, Statesboro, Georgia 30460, USA Search for other works by this author on: GSW Google Scholar Geology (2010) 38 (2): 111–114. https://doi.org/10.1130/G30619.1 Article history received: 18 Aug 2009 rev-recd: 21 Aug 2009 accepted: 24 Aug 2009 first online: 09 Mar 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Search Site Citation Brian P. Kraatz, Jonathan H. Geisler; Eocene–Oligocene transition in Central Asia and its effects on mammalian evolution. Geology 2010;; 38 (2): 111–114. doi: https://doi.org/10.1130/G30619.1 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietyGeology Search Advanced Search Abstract The Eocene-Oligocene boundary (EOB) marks a period of dramatic global climatic change correlated with pronounced mammalian faunal change. The timing of these events is well constrained in North America and Europe, but the Asian record has yet to produce a synthetic section linking environmental change, mammalian fossils, and precise geochronological dates. Here we present the first magnetostratigraphic section for the Hsanda Gol Formation, Mongolia, which yields significant Oligocene fossils and also marks a pattern of aridification that is tightly correlated to the EOB (33.9 Ma), supporting a broader pattern of aridification in the central Asian plateau across the EOB. Oligocene faunas of Asia can now be confidently correlated to those of North America, Europe, and Africa. These results suggest that mammalian faunal turnover within Asia occurred slightly later than similar events within Europe, and question the influence of Asian immigrants on the Grande Coupure faunal turnover. You do not have access to this content, please speak to your institutional administrator if you feel you should have access.

On-Demand Paging and Retrieval in a Semiautomated Environment at Georgia Southern University: The First Two Years

An automated retrieval system, adapted from a commercial warehouse application, has been installed at Georgia Southern University and has been well accepted by patrons and library personnel due to its reliability, efficiency, cost-effectiveness, and responsiveness.

Selection and Cataloging for an Automated Retrieval Collection: Viewpoint of a Cataloger

In the summer of 2004, Georgia Southern University began a library construction project that was to last 4 years. An important aspect was the installation of an Automated Retrieval System (ARC) to house a substantial portion of the library collections so that more space could be available for students, faculty, and the services to meet their needs. This paper traces the development of the use of the ARC to house collections, with emphasis on how materials were selected for the two phases of the project and how catalogers have adapted to the idea of collections that can only be browsed virtually.

Guide to New Resources

Click to increase image sizeClick to decrease image size This issue contains reviews by Dr. Angela Haynes, a media specialist and a teacher at Altamaha Elementary School in Baxley, Georgia and an adjunct instructor at Georgia Southern University. Opinions expressed in this column do not represent views or official positions of the National Association for Multicultural Education (NAME). Similarly, reviewed resources carry no “official endorsement” by NAME. The authors are solely responsible for selecting and reviewing the resources featured in the column and strongly encourage readers to examine resources prior to purchasing. Materials submitted for review in this column should be submitted directly to any one of the reviewers at the following addresses: Ming Fang He, Department of Curriculum, Foundations and Reading, Georgia Southern University, P.O. Box 8144, Statesboro, GA 30460; Jeff Sapp, Division of Teacher Education, California State University at Dominguez Hills, 1000 E. Victoria Street, Carson, CA 90747; Maria José Botelho, Department of Curriculum, Teaching, and Learning, OISE/University of Toronto, 252 Bloor Street West, Toronto, Ontario, Canada M5S 1V6; Betty Christine Eng, Department of Applied Social Studies, City University of Hong Kong Y7429, Academic Building 83, Tat Chee Avenue, Kowloon, Hong Kong, SAR; Jill Aguilar, Division of Teacher Education, California State University at Dominguez Hills, 1000 E. Victoria Street, Carson, CA 90747.

SoTL Commons Conference: A Spirit of Inquiry

Excerpt: In March 2009 the SoTL Commons Conference at Georgia Southern University in Statesboro, Georgia (USA) was attended by many faculty members from across the globe. Three faculty members were invited to share both professional and personal perspectives about the conference. In this essay, we will talk about our experiences, the role and meaning of the scholarship of teaching and learning (SoTL), and final impressions from the conference.

Two Alabama Historians Write Alabama History: Honoring Robert David Ward (review)

T H E A L A B A M A R E V I E W 158 break new ground but summarizes an arcane ritual ably in lively prose. She traces the racial politics of Mardi Gras and illuminates the rituals of class and genealogy that underpin the debutantes’ experience. George Bernard Shaw once observed that “the great secret” did not lie in having either good or bad manners, “but having the same manner for all human souls; in short, behaving as if you were in Heaven, where there are no third-class carriages, and one soul is as good as another.” By this definition, no reader of these essays will ever confuse the American South with Heaven. PAMELA TYLER University of Southern Mississippi Two Alabama Historians Write Alabama History: Honoring Robert David Ward. Edited by William Warren Rogers. Tallahassee, Fl.: Sentry Press, 2008. xiv, 134 pp. $20.00. ISBN 978-1-889574-32-5. In 2006, Alabama lost one of its eminent historians, Robert David Ward, a native of Montevallo who spent his entire professional life at Georgia Southern University. Over the course of these years, Professor Ward often collaborated with his friend, historian Bill Rogers, who spent his teaching years at Florida State University. The two had met in graduate school at Auburn University (then the Alabama Polytechnic Institute ) in September 1950. Beyond American history, they had much in common—including being avid tennis players. Their close friendship lasted until David’s death. Their attempt at coauthoring articles began with a weekly column in the Auburn student newspaper, The Plainsman. Ward and Rogers both pursued their doctoral studies in history at the University of North Carolina at Chapel Hill—David studying twentiethcentury American history and Bill working in southern history, specializing in the post–Civil War and Reconstruction periods. Over the next half century, the two historians worked on research projects that resulted in six books and ten articles. This volume contains six of the essays they coauthored and one that Ward wrote alone. All have appeared in print except the one essay they were working on when Ward died in April 2006. That essay was about a personal quarrel between Alabama historian John Witherspoon DuBose and William O. Robbins, the warden of the state penitentiary at Wetumpka. There was a bitter and unusual feud, a little gem of history that Ward and Rogers discovered during research for their book on Alabama’s response to the penitentiary movement, 1829–1865. A P R I L 2 0 0 9 159 The essays in Two Alabama Historians are eclectic, with the only thread being the collaboration of Rogers and Ward. The essays cover topics as varied as Oscar’s Wilde’s 1882 visit to Alabama, a Civil War era story of Mississippi prisoners in the Alabama penitentiary, and two essays that deal with convict leasing in Alabama coal mines. One of their most in- fluential essays was on Jack Turner that appeared in the October 1972 Journal of Negro History. This introduction to Turner (“‘Jack Turnerism’: A Political Phenomenon of the Deep South”) was followed by a wellreceived book, August Reckoning: Jack Turner and Racism in Post–Civil War Alabama (Baton Rouge, 1973). David Ward had a special skill and a talent for writing and selecting the precise and best word, a result of having a mother who was an English professor at the University of Montevallo. He was at his best writing broad and general introductions or summations that captured the essence and the nuances of any topic. One of his finest was the short essay “Alabama Past and Future” that was the final chapter of Alabama: The History of a Deep South State (Tuscaloosa, 1994). It is fitting that this essay concludes the chapters in this volume, and David Ward’s sole authorship is recognized publicly for the first time. This volume allows one interested in Alabama history to have quick and easy access to a small collection of essays that are significant to the interpretation of the state’s past, and permits those who have followed the writing contributions of Rogers and Ward to read and review some of their finest work. LEAH RAWLS...

Transforming the Classroom: Including Undergraduate Students in Program Evaluation

In an effort to improve the evaluation process and gain greater insight into student's perspective of the Georgia Southern University Recreation and Tourism Management (RTM) program, a unique semester-long evaluation project was integrated into the Evaluation and Research course curriculum. While University-supported course evaluations were in existence, an evaluation of the RTM program exploring issues related to curriculum, advisors, professional experiences, and internships did not exist. The most unique factor of the project was the collaboration between faculty and students as they worked side-by-side to create a student exit-survey examining various aspects of the RTM program. As a result of being a part of a real-world, collaborative effort with faculty, students experienced several benefits including (a) improved problem solving skills, (b) critical thinking ability, (c) research and evaluation skills, (d) improved professional presentation skills, and (e) participation in professional development activities beyond the classroom.

Culturally speaking: culture, communication and politeness theory

Figures Tables Contributors Acknowledgements Transcription Conventions 1. Introduction, Helen Spencer-Oatey (University of Warwick, UK) I: Basic Concepts Editor's Introduction 2. Face, (Im) Politeness and Rapport, Helen Spencer-Oatey (University of Warwick, UK) 3. Culture and Communication, Vladimir|egarac (University of Bedfordshire, UK) II: Cross-cultural Pragmatics: Empirical Studies Editor's Introduction 4. Apologies in Japanese and English, Noriko Tanaka, Helen Spencer-Oatey and Ellen Cray (University of Warwick, UK, Carleton University, Canada and Meikai University, Japan) 5. British and Chinese Reactions to Compliment Responses, Helen Spencer-Oatey, Patrick Ng and Li Dong (University of Warwick, UK, Hong Kong Polytechnic University, Hong Kong SAR, China and Translation Institute of Beijing Foreign Studies University, China) 6. Interactional Work in Greek and German Telephone Conversations, Theodossia-Soula Pavlidou (Aristotle University of Thessaloniki, Greece) Suggestions for Further Reading for Part II III: Processes in Intercultural Interaction Editor's Introduction 7.Pragmatic Transfer, Vladimir|egarac and Martha C. Pennington (University of Bedfordshire, UK and Georgia Southern University, USA) 8.Communication Accommodation Theory, Virpi Ylanne (Cardiff University, UK) 9. Adaptation and Identity, Martin FougAre (Swedish School of Economics and Business Administration, Helsinki, Finland). IV: Intercultural Pragmatics: Empirical Studies Editor's Introduction 10. Negotiating Rapport in German - Chinese Conversation, Susanne Gunthner (Westfalische Wilhelms-University in Munster, Germany) 11. Negative Assessments in Japanese - American Workplace Interaction, Laura Miller (Loyola University Chicago, USA) 12. Impression Management in 'Intercultural' German Job Interviews, Karin Birkner and Friederike Kern (University of Freiburg, Germany and University of Potsdam, Germany) 13. Issues of Face in a Chinese Business Visit to Britain, Helen Spencer-Oatey and Jianyu Xing (University of Warwick, UK and University of International Business and Economics, Beijing, China) Suggestions for Further Reading for Part IV V: Methodology Editor's Introduction 14. Data Collection in Pragmatics Research, Gabriele Kasper (University of Hawai'i at Manoa, USA) 15. Recording and Analysing Talk across Cultures, Meredith Marra (Victoria University of Wellington, New Zealand) 16. Projects, Helen Spencer-Oatey (University of Warwick, UK) References Index.