University Of Wisconsin-Whitewater Research Articles

Contributors’ Notes

Other| September 01 2022 Contributors’ Notes Journal of Popular Music Studies (2022) 34 (3): 159–160. https://doi.org/10.1525/jpms.2022.34.3.159 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Guest Access Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Contributors’ Notes. Journal of Popular Music Studies 1 September 2022; 34 (3): 159–160. doi: https://doi.org/10.1525/jpms.2022.34.3.159 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentJournal of Popular Music Studies Search Dr. Sophie Abramowitz is a Postdoctoral Fellow at Brown University in a joint appointment with the Department of American Studies and the Center for Digital Scholarship at Brown University Library. Her current book project, Playing the Folk, examines how authors like Zora Neale Hurston, Langston Hughes, and Francis La Flesche adapted the language and ideas of folklore to create musical and dramatic performances, in order to exchange and address changing ideas of racial and gender self-definition. Her teaching similarly focuses on race, cultural history, and creative world-building through the practices of collecting and musical performance. Dr. Abramowitz also collaborates on a number of archival and digital projects, including a multiplatform compilation of recordings from the 1969 Ann Arbor Blues Festival, released on Third Man Records in 2019. Erin Bauer is Assistant Professor of Musicology at the University of Wisconsin-Whitewater. Her research examines musical... You do not currently have access to this content.

Contributors’ Notes

Contributors’ Notes

An Exhilarating Celebration of a Friend’s Life, Ng?g?: Reflections on His Life of Writing, edited by Simon Gikandi and Ndirangu Wachanga

Reviewed by: An Exhilarating Celebration of a Friend’s Life Ngũgĩ: Reflections on His Life of Writing ed. by Simon Gikandi and Ndirangu Wachanga Karyn L. Hixson An Exhilarating Celebration of a Friend’s Life Ngũgĩ: Reflections on His Life of Writing EDITED BY SIMON GIKANDI AND NDIRANGU WACHANGA James Currey, 2018. xxii + 242 pp. ISBN 9781847012142 paper. The prestigious collaboration and editing of Simon Gikandi, Robert Schirmer Professor and Chair of the English department at Princeton, along with Ndirangu Wachanga, Professor of Media Studies at the University of Wisconsin-Whitewater, underscores the brilliance of Ngũgĩ wa Thiongo’s life with a collection of poetry and essays in tribute to an enchanting life of a man who is a philanthropic, literary, and theoretical beacon. Ngũgĩ wa Thiong’o turned eighty in 2018 and this book is in celebration of a life dedicated to transforming his native Kenya from an oppressed nation dismantled by political influence into a nonpartisan independent nation. The book incorporates a considerable amount of background material on the state of the Kenyan government, which allows the reader to grasp the gravity of his life’s work. Ngũgĩ is a political activist and his method of empowering the common people by using the local language, Gĩkũyũ, has been documented by many of the contributors, who know Ngũgĩ as a person, writer, and critic. Alamin Mazrui worked with Ngũgĩ in efforts to promote Gĩkũyũ using Cognitive Linguistics. Mazrui, a Kenyan-born American academic, wrote an essay proclaiming their quest for a paradigm shift as they felt, “the struggle over languages and meanings is also a struggle to reclaim Africa’s history” (154). Their efforts deepened the understanding of the many cultural and institutional spaces in which they worked. Emilia Llieva, author and academic scholar, concurs and writes in her essay about insights to Ngũgĩ’s dedication of local languages as well, stating, “he guards against the isolation of African languages from the tradition of progressive human thought expressed in a diversity of languages and cultures” (134). The book is equally significant and true to Ngũgĩ’s argument as it publishes many items in the Gĩkũyũ language (with a translation in the appendix). There are some difficulties in reading all the African names and words. If you are not familiar with the language, reading some of the elements will lack congruity and cohesion. The book is organized in five parts. Each section has a significant theme. Part I begins with poetry, songs, and celebratory essays of Ngũgĩ’s life; some of them in Gĩkũyũ with translations. Parts II, III, and IV are all essays from friends and associates, which allow the reader to look closely at Ngũgĩ from academic and personal meetings. Part V is inclusive of only four items, all written by Ngũgĩ: two speeches in Gĩkũyũ (translated), an essay, and a poem. The book is complete with perspectives that document Ngũgĩ’s complex history and his determination to lift the oppressive veil of the Kenyan government that subjugated his community, placed him in exile, and denied freedom of literary expression. The cover photograph of Ngũgĩ is by extension the threshold to which he demonstrates influence and confidence. The photograph shows Ngũgĩ pointing [End Page 217] his two forefingers outward, as if to exclaim his views emphatically. The subtitle, Reflections on his Life of Writing, indicates thought, contemplation, and identification of a wider community of readers with a deliberate marking of the difference Ngũgĩ made with his literary contributions. The book will be helpful to academics studying the influence of local language, or those who have interest in the social sciences, political sciences, or critical theory. Karyn L. Hixson University of Texas-San Antonio karyn.hixson@my.utsa.edu Copyright © 2020 The Trustees of Indiana University

The Impact of Density Rezoning in a Small College Town

In 2012, the City of Whitewater, WI, considered the “R-2A” zoning overlay. R-2A designation allows more than three unrelated individuals to reside in a single household, and was developed throughout 2012 and 2013, and approved in 2014 for a neighborhood near the University of Wisconsin-Whitewater. This inquiry uses the sample of all home sales in Whitewater for years 2000 to 2018, with hedonic analysis of sales price applied across different time periods to determine the impact of the overlay. The analysis finds the area had no unique financial value prior to the R-2A designation, with an overall 12% premium due to the R-2A designation. Some evidence suggests anticipatory over-bidding of up to 20% for 2012–2014. Other evidence suggesting an expanding R-2A effect over time, as a premium for R-2A homes close to the University emerged for 2014–2018, and another peak overall R-2A effect occurred in 2019 (19%). Additionally, sales within the R-2A overlay became concentrated near the University over time. In general, the evidence suggests the zoning change achieved the desired effects of expanding student housing near campus while enhancing home values.

Інституційні та професійні цінності академічного персоналу університетів США

The problem of value priorities in the US universities is actualized in the paper; they traditionally show high ranking positions and make the majority among the best higher education institutions in the international education and research areas. The fundamental institutional values of the Massachusetts Institute of Technology, Stanford University, California Institute of Technology, Harvard University and University of Wisconsin-Whitewater are revealed aimed at implementing the best American universities experience for the development of higher education system and its quality in Ukraine. It is proven that American universities function on the basis of their own academic values and have their own culture and philosophy in addition to the established institutional values, such as institutional autonomy, academic freedom and shared governance. Consolidating the mission, vision and priorities of higher education institution development the institutional values reflect the peculiarities of the university’s activities and project the moral ideal of behavior of academic staff, students and graduates, who confirm to stakeholders their competitiveness at the labor market. It is revealed that a key and integral part of professional values in the US universities is academic freedom though which historically and traditionally the defense of democratic values is considered. It is grounded that academic freedom in the American university society is a prerequisite for developing knowledge, conducting research and publishing their results, it also causes the social and institutional responsibility, in particular for compliance with ethical standards of conduct and principles of integrity. It is reveled that the practical realization of the American professor’s right for academic freedom is the right for tenured appointment, which makes it possible to work without the administrative pressure and the risk to be fired because of his unpopular views and statements. It is established that the American Association of University Professors is the founder of the American understanding of academic freedom and the advocate of the universities’ academic staff rights, including their tenure.

A reflective note: AJOM Inaugural Junior Faculty Fellowship

ABSTRACTIn recognizing the persistent publishing challenge among African-based scholars, the African Academy of Management (AFAM) and the Africa Journal of Management (AJOM) joined forces to explore various alternatives to address the challenge. The creation of the Junior Faculty Fellowship is the outcome of that collaboration that seeks to build academic relationships between institutions and Faculty. This paper captures the reflections of the inaugural Fellow, Dr. Juliana Mulaa Namada. As we follow her journey between 2017 and 2019, we learn about relationship building. She shares details of her participation at the Academy of Management (AOM) conference in Chicago, Ill., her engagement with colleagues at the host institution, the University of Wisconsin-Whitewater, and the opportunities to test her skills in writing and publishing. In doing so, we learn of the benefits and challenges of a truly global Fellowship whose value extends beyond the immediate mentor-mentee relationship.

Connecticut Labor History in the Classroom

In May 2015, the Connecticut General Assembly passed Public Act No. 15 – 17, encouraging local school districts to teach the history of the American labor movement. This was the culmination of years of advocacy by teachers, union activists, and supportive legislators. Spearheaded by Steve Kass, a retired teacher, member of the American Federation of Teachers (AFT), and vice-president of the Greater New Haven Labor History Association (GNHLHA), this effort followed naturally from GNHLHA activities on the local level to document union history. As Kass testified before the General Assembly Education Committee, “The purpose of this legislation is to get labor’s untold story told,” citing a recent national poll finding that 54 percent of adults know “little” or “not much” about unions in the United States. Also, for the past several years, AFT Connecticut Secretary-Treasurer Ed Leavy testified in support of similar legislation at the state capitol. “Life as we know it today would be impossible without the contribution of organized labor,” Leavy told the legislature’s Education Committee in February 2015. “The men and women who struggled against deplorable working conditions, bias, and abuse deserved the right to be remembered,” he said.The key to this success was persistence in submitting the legislation each year and building allies over the years. “It took five legislative sessions, five years starting in 2010 and ending in June 2015,” noted Kass. The final version of the legislation needed to satisfy Republican legislators who wanted a “balanced perspective,” so the title of the bill was amended to “An Act Concerning a Labor and Free Market Capitalism Curriculum.” The added language called for “the history and economics of free market capitalism and entrepreneurialism, and the role of labor and capitalism in the development of the American and world economies.” This was an easy concession for labor historians, as recent scholarship has emphasized that the history of labor cannot be told without attention to the history of capitalism. This legislation added this subject to the list of other recommended topics, including the Holocaust and genocide education, the Irish Great Famine, African American history, Puerto Rican history, and Native American history.This act is not binding on school districts, but it does require the Connecticut State Department of Education (CSDE) to provide teaching materials on these topics. Kass assembled a committee of labor historians and teachers to produce the materials. I wrote a short summary of the history of the Connecticut working class and the labor movement, and other committee members provided labor history materials for the CSDE. Steve Thornton, retired union organizer and compiler of Hartford local history through his website “The Shoeleather History Project,” delivered other Connecticut materials, while Professor Troy Rondinone of Southern Connecticut State University provided input. Stephen Armstrong, Social Studies Consultant for CSDE, prepared these materials for posting on the CSDE website. Together, the three presented teacher workshops on the topic at the Spring 2018 Connecticut Council on Social Studies conference. It is an ongoing project to inform teachers about labor history topics and suggest ways to embed those topics in the standard US history survey classes they teach.A key goal of the CSDE Social Studies curriculum is to use Connecticut examples of national history to allow students to appreciate where they live. Crucial to this effort is the ongoing work of historians to gather materials on local events. GNHLHA has been a local pioneer in this endeavor, aided in the beginning by Yale University’s David Montgomery and his crew of graduate students. It created and maintained a local archive of labor records curated by Joan Cavanagh, carried out oral-history projects, and mounted traveling exhibitions on New Haven garment workers and on the Winchester Repeating Arms Company factory. The Winchester exhibit is an excellent example of public history, telling the story of one employer and one factory and its interaction with the African American Newhallville neighborhood in the mid-twentieth century. See the Greater New Haven History Association’s website.LAWCHA itself is aiding these efforts on the national level, with its committee Teaching Labor’s Story, chaired by Professor Emerita Nikki Mandell, University of Wisconsin-Whitewater. See its website, which includes a link to Professor Rosemary Feurer’s “Labor History Links,” including a comprehensive labor history chronology, bibliographies, and other teacher resources. LAWCHA urges everyone to use these resources and contribute to them, if possible.

Service-Learning and LEAP: Increasing Respect for Diversity Through Campus-Community Collaboration in Advanced Spanish Courses

This paper provides a case study that looks at the learning outcomes associated with the addition of a service-learning component to an advanced Spanish grammar course at the University of Wisconsin-Whitewater, a University of Wisconsin System comprehensive campus. This article will first illustrate the ways in which service learning serves various educational objectives valued at both the departmental and university level. It will then demonstrate how service learning, as a recognized high-impact practice helps students achieve several specified outcomes of the Liberal Education and America’s Promise (LEAP) initiative related to diversity and global perspectives. Finally, through a qualitative analysis of feedback and reflection activities from 70 service-learning participants regarding their campus-community collaborations in a recent semester, this study will highlight how service learning is an ideal pedagogical method for teaching language students about diversity, focusing specifically on learning outcomes in the realms of linguistic, cultural, and racial diversity.

Debunking Myths about Gender and Mathematics Performance

G ender differences in mathematics participation rate, mean and high-end performance, and variance in distribution of performance have been reported on numerous occasions. The reasons for these findings have been the subject of much debate. For example, the greater male variability hypothesis, originally proposed by Ellis in 1894 [42] and reiterated in 2005 by Lawrence Summers when he was president of Harvard University [48], states that variability in intellectual abilities is intrinsically greater among males. If true, it could account for the fact that all Fields medalists have been male. If gender differences in means and variances are primarily a consequence of innate, biologically determined differences between the sexes, one would expect these differences to be similar among countries regardless of their culture and to remain fairly constant across time. Such a finding would suggest that little can be done to diminish these differences. In support of this hypothesis, Machin and Pekkarinen [26] claimed that greater male variance in mathematics performance was a “robust phenomenon”, that is, observed among fifteen-year-olds in thirty-five out of the forty countries that participated in the 2003 Programme for International Student Assessment (PISA). In addition, women’s nature might include a tendency to prefer the more nurturing fields, such as nursing and teaching young children, to the more quantitative ones, such as mathematics, physics, and engineering. If so, it might not make sense to encourage and direct any but the unusual female toward studying and seeking employment in these latter fields. This viewpoint has led some folks to propose that it may be a waste of time and money to expend resources directed toward trying to increase participation of women in these mathematics-intensive fields (e.g., [5], [6], [46], [49], [50]). Alternatively, boys and girls may be born similar in their innate intellectual potential but end up displaying differences due to a variety of sociocultural factors present in their environment, for example, gender-stratification ([2]). If true, one might see differences among countries and changes over time in mathematics variances and mean performances. This gender-stratified hypothesis is consistent with several recent findings. For example, Hyde and collaborators ([20], [25]) reported that girls have now reached parity with boys in mean mathematics performance in the United States, even in high school, where a significant gap in mean performance existed in the 1970s. Likewise, both Brody and Mills ([3]) and Wai et al. ([51]) noted a drop in nonrandom samples of students under thirteen years of age, from 13:1 in the 1970s down to approximately 3:1 by the 1990s in the ratio of U.S. boys to girls scoring above 700 on the quantitative section of the college-entrance SAT examination. The percentage of Ph.D.’s in the mathematical sciences awarded to U.S. citizens who are women has increased from 6 percent in the 1960s to 30 percent in the past decade ([4], [9]). Sociocultural, legal, and educational changes that took place during this time span may account for these dramatic improvements in mathematics performance and participation by U.S. females. Gender differences in opportunities and outcomes within countries have been quantified by a variety of measures. The Gender Gap Index (GGI) is a composite, weighted measure of the gap Jonathan M. Kane is professor of mathematics and computer science at the University of Wisconsin-Whitewater. His email address is kanej@uww.edu.

Thoughts Of An Entrepreneurship Chairholder Model Entrepreneurship Curriculum

Beginning in 1987, when I first became the Monus Entrepreneurship Chairholder in the Wiliamson School of Business at Youngstown State University (a position that I held from 1987 to 199) and continuing until the present, where I am now the Irvin L. Young Entrepreneurship Chairholder and Wisconsin Distinguished Professor in the College of Business and Economics at the University of Wisconsin-Whitewater (where I have been since 1990), I have been searching for and working to develop a model entrepreneurship curriculum at the University level. This article reports the results of that quest.

Interview with: Hemadri Naidu Senior Manager at Cap Gemini Sogeti

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsChoton BasuChoton Basu is currently an Associate Professor of Management Computer Systems (MCS) and Director of the Global Business Resource Center (GBRC), at the University of Wisconsin-Whitewater. His areas of interest include e-business, project management, business process innovation, flexible business models, emerging market economies, and information technologies in global organizations. He has published his research in Journal of Business Research, Decisions Sciences, Journal of Global IT Management, International Journal of Information Management, Educause Quarterly and the Journal of Business Research.Hemadri Naidu is currently working as a Sr Manager in a well know consulting company, leading a business strategic data warehouse program. He is an innovative Data/ETL Architect with an expertise for transforming complex business requirements into workable and sustainable solutions. Over 13 years experience in working with cross-functional, cross-organizational teams both on-shore and off-shore. Diverse experience base including Java Architect and Data Warehousing ETL Architect roles. Proven ability, based on an extensive background of varied technical skills, to devise and suggest practical and cost effective solutions to clients. Superior communication skills including the ability to explain technical concepts to non-technical audience. Excellent project management skills and a can-do attitude ensuring successful, on time and budget, project completions.Hemadri received his Master of Science (M.S.) in Software Engineering (OOAD and Database Design major) from the University of St Thomas, St. Paul/Minneapolis. He has a Bachelor of Science (B.S.) in Computer Science and Engineering from the University of Mysore, India

The Economic Impact of Organized Camps

In the course of a calendar year, the University of Wisconsin-Whitewater conducts a wide variety of camps and clinics on its campus. The idea of tourism as an economic development tool is a well-established research track and the retention and attraction of ‘engines of economic growth’ is a key topic in the field of economic development. This paper uses input–output analysis to estimate the economic value of these camps. While there is limited research directly in the area of the economic impact of organized camps, there is a relationship between this research and the literature that uses input–output analysis to evaluate the economic impacts from tourism.

Interview with: Eric Kiernan Partner, KC Computers

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsChoton BasuChoton Basu is currently an Associate Professor of Management Computer Systems (MCS) and Director of the Global Business Resource Center (GBRC), at the University of Wisconsin-Whitewater. His areas of interest include e-business, project management, business process innovation, flexible business models, emerging market economies, and information technologies in global organizations. He has published his research in Journal of Business Research, Decisions Sciences, Journal of Global IT Management, International Journal of Information Management, Educause Quarterly and others.

Interview with:Ravichandra GunturuSenior Software Engineer Blackthorne Capital Management

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsChoton BasuRavichandra Gunturu: Ravi is an experienced professional with hands on Technical and Management experience in IT SDLC process. He also has several years of experience in project, program and product Management. He is particularly strong in managing teams spread across the globe. Ravi has a MBA from the Robert H. Smith School of Business, University of Maryland, College Park, MD and has a MS in Computer Science from the New York Institute of Technology, Old Westbury, NY. He also has a BS in Chemical Engineering from India. Ravi has been involved several multi-million dollar systems development projects and holds the PMP certification from the PMI Institute and as well as a Certified Scrum Master (CSM).Choton Basu is an Associate Professor of Management Computer Systems at the University of Wisconsin-Whitewater. His research interests include information technology in global companies, social media platforms, process management, and technology platforms in education. He has published his research is Decision Sciences, Journal of Global Information Technology Management, Journal of Information Privacy and Security, Journal of Business Research and several other journals.

Interview with: Peter Ells Director of Strategic Alliances, SoftwareONE

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsChoton BasuPeter Ells is currently the Director of Strategic Alliances for SoftwareONE. Peter has been with the company for over 7 years and has demonstrated his capabilities by helping grow the company at the rate of 34% per year. Peter is directly involved with the growth of the company globally. Peter has a background in Marketing from the University of Wisconsin-Whitewater. During his spare time he enjoys playing hockey and spending time with his family.Choton Basu is currently an Associate Professor of Management Computer Systems (MCS) and Director of the Global Business Resource Center (GBRC), at the University of Wisconsin-Whitewater. His areas of interest include e-business, project management, business process innovation, flexible business models, emerging market economies, and information technologies in global organizations. He has published his research in Decisions Sciences, Journal of Global IT Management, International Journal of Information Management, Educause Quarterly and others.

Blood Elegy: Persephone at Midlife

Blood Elegy:Persephone at Midlife Alison Townsend (bio) (On reading that the rind of the pomegranate is high in estrogen) Always she has eaten of it.Always, though a friendinforms her that the rind is bitter,she has taken it between her teeth,chewing it the way Inuit womenchew sealskin to make somethingso soft it can be wrappedaround every secret known by the body.She has licked it and gummed it,taking each scarlet scrapand stitching it to anotheruntil she had a red dress,though red was neverher natural color, though herestrogen level sputters and falls,inevitable as the gas gauge going downin a car where she finds herselfheaded straight into a blizzard,too many miles behind to turn back now,the road ahead a blank page,a tundra whiteout, her own facevanishing beneath a continent of years. Still she moves, forward motionthe only possible elegyfor all the blood she has shed,for what ticks through the slow,red clock of the body, snow whisperingagainst the windshield of a carone only drives alone, the bodydreaming itself into red— [End Page 21] wolf, salmon, fox, eventhe cardinals of her childhood,erupting in a ring of flamearound the outstretchedpalm of her mitten. She put her hands outto the fire-colored birdsas if they could warm her.She puts her hands out to them now,though there is no one but herselfto see the tree in each palm,its bare branches maps of a countrywhere the soul must always land. Snow falls in great sheets inside her body.The red dress shimmers and clings, brightas the blood-stained hands of Inuit women,the satin lining beneath eachmortal curve and cleft of herstill believing itselfmistress and queen. Though the flesh continues itsslow fall away from the fruit of body.Though she leaves the car and walksfor a long way into the dark.Though the fans of wrinkles opena little farther around her eyes each day,directing her fierce, blue gazetoward the moment when she is nearly bone,her every surface scrimshawed, engraved by time,the red dress her life was nothingbut scraps of bitter skin. Why does it take half a lifeto learn red and the shape of this wildness? [End Page 22] To become this tough, sinewy meatthat lopes alone toward the end,refusing to lie down anywherenear my fire and find comfort. [End Page 23] Alison Townsend Alison Townsend has published three collections of poetry: The Blue Dress (White Pine), What the Body Knows (Parallel P), and And Still the Music (Flume P Chapbook Prize winner). Her newest collection, Persephone in America, won the Crab Orchard Open Poetry Competition and will be published by Southern Illinois University Press in 2009. She teaches at the University of Wisconsin-Whitewater and lives on four acres of prairie and oak savanna in the farm country outside of Madison, Wisconsin. Copyright © 2009 University of Nebraska Press

Thinking like a Historian: A Framework for Teaching and Learning

Thinking like a Historian: A Framework for Teaching and Learning Nikki Mandell Nikki Mandell Nikki Mandell is an associate professor in the history department at the University of Wisconsin-Whitewater. Mandell directs a professional development program for K-12 history and social studies teachers, and recently published a study on the origins of personnel management, The Corporation as Family: The Gendering of Corporate Welfare, 1890–1930 (University of North Carolina Press, 2002). Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 22, Issue 2, April 2008, Pages 55–59, https://doi.org/10.1093/maghis/22.2.55 Published: 01 April 2008

The French & Indian War: Deciding the Fate of North America by Walter R. Borneman

Book Reviews 131 Alexian Brothers' Novitiate in Gresham, just outside the boundaries of the Menominee reservation. Although they were independent of the tribal government, theWarriors were acting inwhat they believed were the best interests of theMenominee people, and for more than amonth they engaged in an armed standoff with local residents, local law enforcement, and the National Guard. Although Beck does include a brief narrative of the Gresham takeover in early 1975, the extent to which the self-invented "Menominee Warrior Society" action divided the tribe is an important piece of the post-termination story. And he should have more fully described how the 1975 takeover and its aftermath continue to define an adversarial relationship between the Menominee and whites in and around Shawano County today. The takeover should be more closely linked to the historic issue of defining an Indian place rather than to matters such as termination and restoration or tribal or federal politics. But this criticism isminor and more than anything reflects the dearth of scholarship on the 1975 takeover. On the whole, this is a well-researched, clearly documented, and expertly written piece of scholarship on an underappreciated and litde-known case study in the history of Indian activism in the United States. The maps and illustrations serve to round out this exemplary study ofWisconsin's Menonimees. If anything, Beck's tide, The Struggle for Self Determination, is something of an understatement. The Menominees survived the treaty period, protected the best resources for themselves, avoided allotment, reorganized in the 1930s, endured termination, successfully petitioned for restoration, and restructured their tribal government in the 1970s and 1980s. The tribe remains an economic and political force in Wisconsin and the United States. Here is a case study in active agency? a work that successfully moves beyond the study of Indian history as one of victimization and violence. Anthony G. Gulig University ofWisconsin-Whitewater Walter R. Borneman. The French <&Indian War: Dedding theFate of North America. New York: HarperCollins, 2006. Pp. 384. Bibliography. Illustrations. Index. Maps. Notes. Cloth, $27.95. The Seven Years' War, the pivotal eighteenth-century imperial conflict for North America, has been the subject of a flurry of scholarship in recent decades. Walter Borneman has added to this body 132 Michigan Historical Review of work with an artfully written volume that will appeal to general readers, students, and scholars alike. Though the Seven Years' War was a global conflict, Borneman chooses to focus on its North American component?the same focus, he argues, that British Prime Minister William Pitt had in conducting the war. Thus, he traces the familiar blunders and missed opportunities of British military leaders in early encounters, such as Edward Braddock's rout at the Monongahela, the "massacre" at Fort William Henry, and James Abercromby's unwise frontal assault on Fort Carillon (Ticonderoga). With the eventual selection of more capable leaders, such as James Wolfe and Jeffery Amherst, Pitt's desire to drive the French from North America became a reality with the capture of Louisburg in 1758 and Quebec in 1759 and then the capitulation of Montreal in 1760. Intercolonial squabbles and competition, as well as incipient colonial cooperation, are mentioned here as well. Borneman rightfully includes the erroneously named Pontiac's Rebellion as a continuance of the war, and concludes with an all-too-brief summary of the war's consequences. Borneman's narrative is a fine read, but it is a bit parochial in focus, thus reinforcing the American tendency to view colonial history from a North American viewpoint rather than as part of a larger global process. He attempts to rectify this with brief forays into military actions in the Caribbean and European politics as well as what amounts to an honorable mention of the Indian theater of war. However, The French <& Indian War, as indicated by its tide, dwells on the struggle for North America, as opposed to the more global Seven Years' War. For the broader context, readers should turn to Fred Anderson's The Crudhle of War or Lawrence Gipson's multivolume The British Empire before the American Revolution. Of course, it is easy to criticize a book for what it does not do. What Borneman does accomplish, and very successfully, is to mold the complex scholarship and history of this great conflict into a colorful narrative, flush with biographies and graphic batde accounts, that brings the subject matter alive and thus will appeal to a wide audience. Those left wanting more can peruse Borneman's bibliography, which lists the best scholarship on the subject, and browse to their hearts' content. David M. Corlett The College ofWilliam and Mary ...

The weird, wild, wacky and wonderful world of carnivorous plants: an enrichment course for children ages seven through nine

A course on carnivorous plants is described. This course is offered annually at the University of Wisconsin-Whitewater as part of The Young Scholars program for primary school students, ages seven through nine. The Blood Thirsty Plant series by the Garath Stevens Publishing Company is the course text. Class activities include plant propagation by means of seed, cuttings and division, the construction of a sundew model from pipe cleaners, making and eating butterwort bread, the construction of a venus flytrap puppet from a paper plate, the piecing together of jigsaw puzzles that contain images of pitcher plants in their habitats and then answering habitat riddles, and the acting out of the movements of a bladderwort trap through dance.

Variations on a Theme: The Professional Role Conceptions of Print and Online Newspaper Journalists

A national survey (N=655) examining the professional role conceptions of print and online newspaper journalists revealed the print group perceived the Interpretive/Investigative role as significantly more important than the online group. No significant differences were found between the groups in their perceptions of the Adversarial and Populist Mobilizer roles. Results were mixed for the Disseminator role. The online group rated getting information to the public as quickly as possible as significantly more important than the print group. William P. Cassidy is an assistant professor in the Department of Communication, University of Wisconsin-Whitewater.