Undergraduate History Research Articles

Convergencias Hispánicas: Selected Proceedings and Other Essays on Spanish and Latin American Literature, Film, and Linguistics (review)

Arizona fournal of Hispanic Cultural Studies 267 The Human Tradition in Mexico Scholarly Resources, 2003 Edited by Jeffrey M. Pilcher Edited by Jeffrey Pilcher, this collection of articles is the sixth title in the Scholarly Resources series "The Human Tradition Around the World." These books are intended for use in the classroom and offer useful supplements to the standard undergraduate history textbooks. Pilcher's volume makes a welcome addition to this continuing series of texts that already spans diverse regions and time periods. This new text provides fifteen original articles written by respected scholars and addressing events in Mexican history since the middle of the eighteenth century. The quality of material in this collection is excellent overall and will provide college-level instructors with a valuable teaching resource. Neirher a textbook nor a documentary collection , the book flows roughly chronologically, but is organized around people rather than events. The articles contained in this text are, in effect, mini-biographies, each detailing the life of an individual while situating their actions and experiences within the broader historical context . The men and women whose lives are discussed range from the eighteenth-century actress Josefa Ordóñez, to the Revolutionary soldadera Rosa Torre González and rock musician Armando Nava. A few of the protagonists in these accounts gained widespread recognition and fame, such as AgustÃ-n Lara and MarÃ-a Félix, while the majority remained obscure. Pilcher has grouped their biographies in generational fashion, emphasizing the book's focus on individual lives in place of totalizing narrative. This approach yields a view of history not so much from the bottom up, as from the perspective of lived experience. Readers are challenged to see the world not in terms of broad generalizations , but of the specificities of the local and the particular. Students are encouraged to see that while everyday life is lived in the context of the major events, these great occurrences are also the sum total of individual actions and lives that usually pass unremembered. At the same time, these articles remind us that the trajectories of individual lives need nor be entirely coterminous with the larger-scale events of which they are a part. Students accustomed to the conventional textbook narrative may initially find diis approach disorienting. Each selection, however, offers an intriguing starting place for classroom discussions. This utility of the book for teaching purposes is furthered by the intricacy and rich contextual detail of each section. The articles are "multivalent " in that they introduce a range of themes that allow discussion to flow in different directions. Students are thereby challenged to make connections amongst the life histories, to identify emerging themes, and to draw their own conclusions from the material. The book suffers from two slight deficiencies . First, and perhaps inevitably, the life histories presenred in this volume are predominately those of upper-class individuals, or those who obtained prestige within the course of their lives. With certain exceptions, this tends to skew the articles' focus towards elite perceptions and experiences. It also moves analysis away from the features of everyday life and towards the unique or exceptional. Second, while die tide suggests a comprehensive volume on Mexican history, this is actually a collection dealing exclusively with the modern era. This means that the book would work very well with courses moving from independence to the present, but one might still wonder why the previous centuries of colonial rule receive no mention. These minor shortcomings do not seriously detract from what is otherwise a very well-constructed volume. The articles contained in this text should provide a valuable classroom resource and useful supplement to the available history textbooks. Glenn Avent The University of Arizona Convergencias Hispánicas: Selected Proceedings and Other Essays on Spanish and Latin American Literature, Film, and Linguistics Juan de la Cuesta, 2001 Edited by Elizabeth Scarlett and Edward B. Wescott 268 Arizona Journal of Hispanic Cultural Studies Following a largely traditional approach in defining the object of cultural analysis in terms of static modes of signification (writing and film), the present volume is successful in presenting a body of work that has redefined the existing canonical interpretations of those artifacts. As the introduction...

Writes of Passage: Stylistic features of male and female undergraduate history essays

As a student enters an academic field and seeks to become a member of a discourse community, they must learn to write in ways that are appropriate to that discipline. Academic success depends on determining what the rules are and on learning to follow them. A study of undergraduate writing in history is reported. Essays by 87 students were analysed and sentences were classified according to their bold, tentative or evaluative features. Findings were analysed by gender and by essay grade. They showed that there was more similarity than difference overall in the writing styles of men and women but that, in addition, men tended to use more bold constructions than women. The writing contained a predominance of assertive statements, lending weight to the view that argument is a key feature of academic writing. However, there was a greater occurrence of very assertive or bold statements in work receiving lower grades, which suggests that students must not write too boldly. Similar findings are reported in relation to the use of tentative and evaluative statements, leading to the conclusions that 'good' writing in history is a very finely judged performance and that learning to write history may be a very complex process.

Consumerism in World History. The Global Transformation of Desire. By Peter N. Stearns. London and New York: Routledge, 2001. Pp. 147. $10.99.

This book is one in a series, “Themes in World History,” edited by Peter Stearns, who is also the author of two of the three volumes produced thus far, including this one. The series is designed to provide supplementary reading for undergraduate history students, and if this volume is any guide, the underlying assumption about the target audience is that it is barely literate. With a limited vocabulary and simplified sentence structure, Stearns introduces his putative charges to a new “ism”—consumerism—and proceeds to chart the emergence and development of this force from its western point of origin (“The discovery of significant consumerism, of the modern sort, in eighteenth-century Western Europe was a major historical find” [p. 15]) to the rest of the world and up to the present day.

Using Student Mentors in an Introductory World History Class

I BEGAN USING STUDENT ASSISTANTS when I arrived at the University of Wisconsin-Eau Claire in the fall of 1996. As a new faculty member, I found myself with a heavy teaching load and no graduate assistant. I observed that some of my colleagues employed undergraduate history majors as tutors for their introductory classes, and I surmised that if I brought tutors into the classroom they could help me guide small group discussions as well as generate and grade assignments. I believed this would make my load easier, and I recruited my first tutor. I discovered quickly that I had been wrong. Supervising my tutor was a far bigger job than I had anticipated. If anything, the first semester I worked with a tutor my load seemed much heavier. However, I observed that my students responded enthusiastically to having a tutor in class. They were having fun and they were learning. I continued to recruit tutors each semester and to define their role in my classes more clearly. I renamed them when UW-Eau Claire began its Freshman Year Experience program to be consistent with the language that program used. When I was named a Wisconsin Teaching Fellow for 1999-2000, I set out in an organized way to study what impact, if any, the use of student mentors in a world history classroom had on teaching and learning. Using one of my world history classes as a laboratory in the spring of 2000 gave me the

On the Practice of Faith: A Lutheran's Interior Dialogue with Buddhism

I earn my living practicing the craft of history of religions. In Lutheran theological language, this is my "calling" and "vocation." I know this to be true because of how I was first opened to an amazing world of religious pluralism nearly forty years ago during my first undergraduate history of religions course. I am still amazed by this world and at times stunned to silence. The history of religions continues to inform my self-understanding and has recently become for me a primary mode of theological reflection and practice that intensely energizes both my exterior conceptual dialogue with Buddhist doctrine and teaching and my interior dialogue with Buddhist meditative practice. 1

Innovative Integration of Technology in an Undergraduate History Course

Schools of education are increasingly experiencing a demand to infuse technology into social studies methods courses to meet both national and state technology standards. However, since most preservice teachers' coursework is taken in the arts and sciences, it is particularly important that these students experience effective teaching using technology in courses outside of the college of education (Cooper & Bull, 1997). Evidence suggests that one of the greatest challenges for college and university faculty is integrating technology into their instruction (Green, 1999). If preservice teachers only see technology utilized in their education courses, they are less likely to integrate technology in their future classrooms. This paper reports the results of a qualitative research study about the innovative and effective use of technology in an undergraduate history course. In addition, the paper provides a discussion of the implications of the strategies utilized in the course for social studies teacher education.

The JOB CRISIS: Report from the Convention

— y. The JOB CRISIS REPORT FROM THE CONVENTION by Danielle l.ighthurn a 'uring The Historical Society'sfirst annual convention, some attendees took part in an informal breakfast discussion on the job crisis in the historical profession. The morning's program began with remarksfrom Professors William Freehling ofthe University ofKentucky and William Keylor ofBoston University, whose presentations were then followed by a lively exchange among the rest oftheparticipants. Freehling began by noting that historical societies have not done much to address the issue of the job crisis, and by suggesting that THS should concern itself with this matter. To that end. he introduced his idea of a "Declaration of Principles'' with tour main points: 1.Graduate programs should limit their admissions to a number of students that could reasonably be expected to find fulltime employment upon graduation. 2.Universities should establish post-dixrtoral instructorships, with terms of appointment lasting between three and five years, for their recent graduates. 3.No professor should retire unless their deans agree to use at least 75 percent of their salaries to hire new full-time faculty. This measure would aim at curbing the common practice of replacing retiring faculty with prt-timc or adjunct professors. 4.Assuming the above point, every professor should retire by the age of seventy. Those wishing to volunteer their teaching time could do so. Professor Kevior provided some historical and economic background to the job crisis. The problem rests not in the demand for qualified professors of historv. as the number of" undergraduate history courses and majors continues to increase, but rather in the overabundant supply of recent graduates. The "crisis" has been a continual one over the past twenty-five years, with 25 percent of recent PhDs unable to find gainful employment in thenfield . Keylor identified three factors that contribute to this problem . First, he highlighted the proliferation of graduate programs. Currently there arc 140 institutions granting PhDs in historv. and these programs have nourished. The medieval "guild model of masters training apprentices provides a basis for the graduate school model, and the academic life attracts many. The needs of the university become a factor as graduate teaching fellows are hired to lead discussion sections in survey courses. Second. Kevior returned to the issue of part-time or adjunct faculty, By hiring part-time or adjunct professors to teach courses, the universities are able to reduce the number of full-time faculty they need to hire. Third, professors also share some responsibility lor the joli crisis. Kevior maintained t lut junior (acuity and recent PhDs are being frozen out of positions as many older faculty refrain from retiring. Until the senior faculty members retire, few Openings are made available for junior faculty. After Frechling and Keylor concluded their remarks, many members of the audience weighed in with their opinions. Much debate centered on the possibility of limiting graduate student admissions. While some agreed with 1-rechling, others believed that limiting admissions might Ix- unduly elitist. [YofcilOt Alan Kors of the I nivcrsitv ol Pennsylvania argued that students should be aware of their chances of finding employment after graduation, and should be able to decide whether they want to pursue a PhD in light of the statistics. Other participants remarked tlut there arc other job opportunities outside of fourveai institutions. Community colleges place an emphasis on teaching and are looking for qualified faculty. One participant also urged graduate students to look at "history beyond the academy" and consider the field of public historv. Further discussion also examined the role of faculty and deportments. Several participants mentioned the role of tenure, while others brought up the possibility ol unionization. Unionization could happen not only among faculty members, but also graduate students, who fill many of the prt-timc and adjunct positions. Overall, the morning's discussion raised many interesting avenues of exploration. While almost all present agreed that there is a job crisis in the academic profession, the participants offered many différent suggestions lor OVtItOuUMg the imbalance between positions and qualified applicants. Although the discussion did not produce one set solution, it brought forth newideas and stimulated further thought on the very difficult problem of the joli crisis. ··*-· -8...

Pedagogy and Historical Analysis in the Migration CD-ROM

MEMBERS OF THE Northeastern University department of history, seeking to develop teaching and research in world history at the graduate and undergraduate levels, undertook a variety of initiatives beginning in 1990: proposing a doctoral program, a World History Center, a MAT program, and revision of the undergraduate history curriculum. In all of these activities, our interest in emphasizing world history has been more than matched by our effort to distinguish world history, in its conceptualization and pedagogy, from the established approaches to national and even civilizational history. We have thus debated and experimented with pedagogy. By pedagogy I mean not just the techniques of teaching, but the very objectives of teaching as well as the ways of reaching those objectives.

A Method for Assessing Effects of an Introductory Environmental History Course on Student Worldviews

A method for assessing effects of an undergraduate environmental history course on student environmental worldviews is described; its foundation is triangulation of method. A grounded survey instrument developed specifically for the study was used to supply quantitative and qualitative data, which were supplemented by data from open-ended interviews. The method, which can be adapted for use in other courses, was effective in identifying the degree and direction of changes, both subtle and dramatic, in student worldviews. Assessment of affective outcomes of environment-related courses is necessary, and the combination of methods described here for such assessment is more effective than any one of the methods alone.

The Shift from Teaching to Learning: How Well Designed for the Shift are University‐level History Teacher Training Programmes?

The author, the President of EUROCLIO, a major association of European history teachers, considers the present state of history teacher preparation in the universities of Europe. Her primary complaint is that university programmes that are intended primarily for the training and preparation of future historians may neglect the needs of students planning to teach history in middle or in secondary schools. Typical university undergraduate history programmes tend to be overly academic, failing to provide enough in the way of pedagogical training. Thus the author recommends a strong dose of pedagogical methods courses as well as practical training for future history teachers. Other European organizations, particularly the Council of Europe and the European Union, are taking an interest in the ways in which history is being taught in the schools of their member states. The article ends with a survey of some recent conferences sponsored by these two organizations as well as by EUROCLIO on pedagogical and topica...

Beginning the Third Millennium, or Whither the World in the 21st Century?: An Idea for an Undergraduate History Class

Beginning the Third Millennium, or Whither the World in the 21st Century?: An Idea for an Undergraduate History Class

Environmental History

A cursory examination of publishers’ catalogues reveals a number of titles likeEnvironmental History, Green HistoryandAn Environmental History of Britainwhich suggest an upsurge of interest in what has come to be called ‘environmental history’. This weight of scholarship suggests that demands for the ‘greening of history’, or for more studies of the impact of human actions on the countryside, which have been made throughout the present decade, have been answered. It is worth noting the shift of title from ‘Green’ to ‘Environmental’. ‘Green’ is increasingly attached to the political movements and social groups concerned with environmental issues and even, in the case of the German Greens, to political parties whose concerns include ecology as only one of a number of interests. ‘Environmental’ has a much broader range, but, as the titles below demonstrate, this is by no means an absolute distinction. Closer consideration of many of these works reveals that although ‘History’ appears in many titles, the books are actually written by archaeologists, by sociologists, by political theorists, by Green activists and, most frequently, by geographers - all with ‘historical’ appended to their discipline.The Social Construction of the Pastis a collection of essays from the Second World Archaeological Conference;Environmentalismproves to be ‘the view from Anthropology’ but contains at least one essay which appears to be a model of what environmental history could be.Historical Ecology: Cultural Knowledge and Changing Landscapes,rather confusingly, has chapters on historical transformations and a discussion of the ‘history’ in historical ecology. This is perhaps not surprising. History has always prided itself on interdisciplinarity and on its universal appeal. The usual justifications for undergraduate history begin from the premise that a knowledge of one's own history is necessary for any understanding of society, and that history has so many variations that there is bound to be some congenial corner for anyone interested in the past. What is still lacking, however, is British environmental history, written by historians.

The Inclusion of Concert Music of African-American Composers in Music History Courses

The most influential books used in the teaching of music history in American colleges and universities during the twentieth century, Paul Henry Lang's Music in Western Civilization (1941) and Donald Jay Grout's A History of Western Music (1960, 1973, 1980), have largely determined the content of undergraduate music history courses. These monumental products of American musical scholarship chronicled the major historical developments in European music and consequently influenced decisions about which composers and musical works were to be studied. Because of the heavy emphasis on European art music and the exclusion of music from non-European cultures, younger scholars such as Christopher Wilkinson have commented on the limitations of Grout's A History of Western Music and its subtle and implied definition of music.

Faculty genealogies in five Canadian Universities: Historic-graphical and pedagogical concerns

For those who are both scholars and teachers of the history of psychology, a dilemma arises concerning the historiographic versus pedagogic value of institutional genealogies. As part of the undergraduate History of Psychology course, faculty genealogies were constructed at five Canadian psychology departments (Calgary, Guelph, Toronto, Western Ontario and York); an operational definition of “Ph.D. supervisor” represented mentor-student “institutional” linkages. Seventy-five per cent of the 212 faculty were traceable to nine pioneer figures such as Wilhelm Wundt or William James. In contrasting historiographic pitfalls with pedagogic merits, we suggest that integrating a reflexive and critical examination of histriographic problems may tip the scales in favour of pedagogic reasons for conducting such genealogical research.

Historical Dictionary of the Korean War (review)

BOOK REVIEWS229 sentation than are found in Part I, which, for some reason, is more than half (nearly 60 percent by my count) devoted to Buddhism and therefore presents a skewed and often esoteric picture of that period. Missing from Part I are many biographies, legends, and myths from the Samguk yusa and Samguk sagi that would add valuable breadth. Intrusively present are some fifteen pages of "Poetry and Song," even though literature is elsewhere ruled out of the Sourcebook. In addition, Part I includes a Koryö document that rightfully belongs in Part II: Yi Kyu-bo's "The Lay of King Tongmyöng." Not only has this been misplaced—at the cost of the more appropriate "Koguryö" from the Samguk yusa—but Yi Kyu-bo's introduction , the first 24 lines of verse, and his concluding 38 lines have been lopped off, despite the cultural and historical significance of what he has to say there. Parts II and III are clearly the work of historians with wellformed notions of how Korea's traditional civilization ought to be presented . Such a purposeful sense of organization is lacking in Part I, which seems organized more around what is available than what ought to be included. Such questions of balance and representation must be addressed in the paperback of selections from the Sourcebook—Sources ofKorean Tradition —which, we understand, is in the offing. And, for other future projects, we really must have accurate and readable translations of the Samguk sagi and the Samguk yusa as soon as possible. In this connection, let it be noted that the Ha-Mintz translation of the Yusa (Yonsei University , 1972) is so profoundly inaccurate and misleading that its text is beyond redemption. No reworking can save that tourist reader—I once tried but threw up my hands in frustration. The Sourcebook of Korean Civilization is a monumental accomplishment and speaks eloquently for the growing maturity of our field of Korean studies, as represented in the work of the seventeen contributors whose scholarship has made this volume possible. We look forward with keen anticipation to the appearance of the second volume on late Chosön and Modern Korea. Marshall R. Pihl University of Hawai'i at Mänoa Historical Dictionary ofthe Korean War, edited by James I. Matray. New York: Greenwood Press, 1991. xxxiii + 626 pp., appendix, selected bibliography, index. James I. Matray should be commended for his successful effort in bringing about this timely and useful volume on the Korean War. This book is of 230BOOK REVIEWS interest not only for specialists in U.S. diplomatic and military history but also for students and the general public interested in the Korean War. It includes more than 500 alphabetically arranged entries that cover a wide range of topics on the war, written by 61 American and international scholars. The Korean War has often been referred to as the "forgotten war." It was the first full-scale American war that ended short of total victory and it cost a great many human lives. American veterans and their families have demanded that proper memorials be erected in their hometowns and in the capital as a tribute to those who died for their country. Koreans mourn their dead as well, and long to be reunited with their loved ones in a still divided Korea. Among young and old alike, there is growing interest in studying the war. Revisionist histories on the origins of the Korean War (such as Bruce Cumings's monumental two-volume The Origins of the Korean War) have made the subject popular among college students in the U.S. and Korea, as well as furthered our understanding of the changing international relations on the Pacific Rim. This Historical Dictionary will be very useful as a supplementary text in undergraduate history courses dealing with Korea, relations between the U.S. and Asia, and, of course, the war itself. It could also be used for classroom discussion on such topics as the role of Douglas MacArthur , the U.S. response to the North Korean invasion of South Korea, and Chinese military intervention. Students can use this book as a research tool to write papers on a variety of topics...

Integrating Library User Education with the Undergraduate Music History Sequence

ABSTRACT An important goal of the undergraduate music history sequence is to provide students with both knowledge and tools for life-long learning. Fundamental to this goal is the ability to use the library effectively. The authors established a library user education program for music majors, integrating it into the music history sequence. This graduated series of library assignments, with accompanying worksheets, can be reinforced from term to term, while the library program enhances the quality of student projects. Larger projects, e.g., a research paper, integrate and solidify the students' research techniques. The authors outline their program and its development as well as indications of its success.

Chinese Orphanages: Saving China's Abandoned Girls

Previous articleNext article No AccessChinese Orphanages: Saving China's Abandoned GirlsKay JohnsonKay Johnson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 30Jul., 1993 Article DOIhttps://doi.org/10.2307/2949992 Views: 42Total views on this site Citations: 28Citations are reported from Crossref Journal History This article was published in The Australian Journal of Chinese Affairs (1979-1995), which is continued by The China Journal (1995-present). Copyright Australian Journal of Chinese AffairsPDF download Crossref reports the following articles citing this article:Yunping Tong, Christie Sennott, Fenggang Yang Religious Geography and County‐Level Sex Ratios in China, Journal for the Scientific Study of Religion 60, no.11 (Dec 2020): 113–130.https://doi.org/10.1111/jssr.12697Annie Abruzzo “Unspoken Understanding”: The Evolution of Chinese American Adoption Communities, Swarthmore Undergraduate History Journal 2, no.22 (Jan 2021): 5–34.https://doi.org/10.24968/2574-0113.2.2.1D. Nicole Farris Introduction: The Demography of Marriage and Family, (Apr 2020): 3–10.https://doi.org/10.1007/978-3-030-35079-6_1Caren Brenda Scheepers, Sonja Swart Third Enabler: Explore, (Aug 2020): 161–183.https://doi.org/10.1007/978-3-030-40846-6_7Paola A. Suarez Child-bride marriage and female welfare, European Journal of Law and Economics 45, no.11 (Jul 2017): 1–28.https://doi.org/10.1007/s10657-017-9562-7Peter T. Leeson, Paola A. Suarez Child brides, Journal of Economic Behavior & Organization 144 (Dec 2017): 40–61.https://doi.org/10.1016/j.jebo.2017.10.001Linliang Qian Consuming “the unfortunate”: the violence of philanthropy in a contemporary Chinese state-run orphanage, Dialectical Anthropology 38, no.33 (Aug 2014): 247–279.https://doi.org/10.1007/s10624-014-9352-3Norman D. Apter† (安陶) All in the Family: New Approaches to Child Relief in Post-Mao China (家庭化——后毛泽东时代儿童福利体系新发展), Rural China 11, no.22 (Jul 2014): 328–361.https://doi.org/10.1163/22136746-12341257N. D. Apter All in the Family: New Approaches to Child Relief in Post-Mao China, Modern China 40, no.11 (Nov 2013): 3–39.https://doi.org/10.1177/0097700413507896Isabelle Attané Discriminatory Practices and Factors in Masculinization, (Apr 2013): 135–160.https://doi.org/10.1007/978-3-319-00236-1_10Isabelle Attané A Geography of Discrimination, (Apr 2013): 35–50.https://doi.org/10.1007/978-3-319-00236-1_3Yuyu Chen, Hongbin Li Mother’s education and child health: Is there a nurturing effect?, Journal of Health Economics 28, no.22 (Mar 2009): 413–426.https://doi.org/10.1016/j.jhealeco.2008.10.005 Hong Zhang China’s New Rural Daughters Coming of Age: Downsizing the Family and Firing Up Cash‐Earning Power in the New Economy Zhang, Signs: Journal of Women in Culture and Society 32, no.33 (Jul 2015): 671–698.https://doi.org/10.1086/510923Helen McCabe Parent Advocacy in the Face of Adversity, Focus on Autism and Other Developmental Disabilities 22, no.11 (Sep 2016): 39–50.https://doi.org/10.1177/10883576070220010501 Embodying Chinese Culture, (Jan 2005): 81–113.https://doi.org/10.1215/9780822386926-004 Chaobao, (Jan 2005): 117–141.https://doi.org/10.1215/9780822386926-005Gail Hershatter State of the Field: Women in China's Long Twentieth Century, The Journal of Asian Studies 63, no.44 (Mar 2007): 991–1065.https://doi.org/10.1017/S0021911804002396Nili Luo, Kathleen Ja Sook Bergquist Born in China, Adoption Quarterly 8, no.11 (Oct 2008): 21–39.https://doi.org/10.1300/J145v08n01_02Jihong Lid, Ulla Larsen, Grace Wyshak Factors affecting adoption in China, 1950–87, Population Studies 58, no.11 (Jan 2008): 21–36.https://doi.org/10.1080/0032472032000167698Ann FRECHETTE Sexuality, the Media, and Intercountry Adoption: Recent Changes in China-U.S. Adoption Policy, Asian Anthropology 3, no.11 (Jan 2004): 129–151.https://doi.org/10.1080/1683478X.2004.10552545Susan Greenhalgh Planned births, unplanned persons: "Population" in the making of Chinese modernity, American Ethnologist 30, no.22 (Jan 2008): 196–215.https://doi.org/10.1525/ae.2003.30.2.196Toby Alice Volkman Embodying Chinese Culture, Social Text 21, no.11 (Jan 2003): 29–55.https://doi.org/10.1215/01642472-21-1_74-29Yanzhong Huang, Dali L. Yang Bureaucratic capacity and state-society relations in China, Journal of Chinese Political Science 7, no.1-21-2 (Mar 2002): 19–46.https://doi.org/10.1007/BF02876928 Susan Greenhalgh Fresh Winds in Beijing: Chinese Feminists Speak Out on the One-Child Policy and Women's Lives, Signs: Journal of Women in Culture and Society 26, no.33 (Oct 2015): 847–886.https://doi.org/10.1086/495630Rowena Fong, Anne Wang Adoptive Parents and Identity Development for Chinese Children, Journal of Human Behavior in the Social Environment 3, no.3-43-4 (Sep 2000): 19–33.https://doi.org/10.1300/J137v03n03_03William Jankowiak Research Trends in the Study of Chinese Cities: A Review Essay, City <html_ent glyph="@amp;" ascii="&"/> Society 10, no.11 (Jan 1998): 369–395.https://doi.org/10.1525/city.1998.10.1.369Nancy E. Riley American adoptions of Chinese girls: The socio-political matrices of individual decisions, Women's Studies International Forum 20, no.11 (Jan 1997): 87–102.https://doi.org/10.1016/S0277-5395(96)00075-1 Susan Greenhalgh , and Jiali Li Engendering Reproductive Policy and Practice in Peasant China: For a Feminist Demography of Reproduction, Signs: Journal of Women in Culture and Society 20, no.33 (Oct 2015): 601–641.https://doi.org/10.1086/495002

The History of Economic Thought: A Survey of Undergraduate Textbooks

Five textbooks that could be used in a one-semester, undergraduate history of economic thought course are examined.

Failures of Volition: Female Agency and Infertility in Historical Perspective

Travel for this study was supported by a University of North Carolina at Chapel Hill Foundation Fund award. 1Infertility: Medical and Social Choices, U.S. Congress, Office of Technology Assessment, OTA-BA-358 (Washington, D.C.: Government Printing Office, May 1988), 49-57. Until 1982, data on the prevalence of infertility were not reliable, and today there is still no conceptual or methodologic consensus concerning how to determine its prevalence. The literature on infertility characteristically refers to the rising incidence of this dysfunction, but there is no hard evidence that the percentage of marital pairs in the United States unable to have the children they desire has, over the past century, been lower than 10 percent or higher than 20 percent. Within any one time period, estimates vary over this range. Although changes in the incidence of infertility in subgroups, such as black women, and in the incidence of certain diseases or conditions associated with infertility, such as venereal diseases and dietary deficiencies, have occurred, the overall prevalence appears to be rather stable. See W. R. Keye, "Psychosexual Responses to Infertility," Clinics in Obstetrics and Gynecology 27 (September 1984): 760-66, esp. 760; P. Cutright and E. Shorter, "The Effects of Health on the Completed Fertility of Nonwhite and White U.S. Women Born between 1867 and 1935," Journal of Social History 13 (Winter 1979): 191-217; E. Shorter, A History of Women's Bodies (New York: Basic, 1982), esp. 266-67, and "Women's Diseases before 1900," in New

Tying up the Loose Ends of an Epoch: Zola's Docteur Pascal

From a documentary perspective, which assumes that literature is part of the historical record, novels have long been used by historians. This is a quite traditional approach, theoretically unsophisticated but often evocative and enriching, because of a novel's referential functions-the way it serves as a window on life or developments in the past.' Emile Zola's Rougon-Macquart series, subtitled Histoire naturelle et sociale d'une famille sous le Second Empire, has been an invaluable source for historians of nineteenth-century France. Zola prepared massive dossiers for each of his twenty volumes, often carried out on-site research, and examined many varieties of history besides the familial-political, military, labor, urban, and economic-to name a few. Germinal (Volume XIII, 1885), Zola's most famous novel, has pride of place in historians' citations, and its use in undergraduate history courses has even been discussed in the Teaching History To-