“No, Not One”

2015 ◽  
Author(s):  
Robert Mickey
Keyword(s):  
Black Education ◽  
The State ◽  
Board Of Education ◽  
White Supremacist ◽  
Massive Resistance ◽  
University Of Georgia ◽  
Black Protest ◽  
The University ◽  
Ruling Party ◽  
The U.S

This chapter examines how the U.S. Supreme Court's ruling in Brown v. Board of Education sparked a crisis over the desegregation of the University of Georgia (UGA) in Athens. On the eve of Brown, Georgia's ruling party remained controlled by the rural elites and white supremacist politicians composing the faction led by Governor Herman Talmadge. Through their massive resistance, enclave rulers successfully avoided the desegregation of state-supported schools for more than six years while also gaining headway in their repression of the statewide infrastructure of black protest. The chapter first reviews the state of black education in Georgia prior to Brown and the state's attempts to preempt the ruling before discussing how factional conflict affected rulers' development of new institutional defenses to ward off democratization pressures. It then considers the Talmadgeites' attacks on black protest throughout the 1950s and concludes by explaining how Georgia's rulers mishandled the UGA crisis.

“No Task for the Amateur or Hothead”

2015 ◽  
Author(s):  
Robert Mickey
Keyword(s):  
Public Education ◽  
Black Education ◽  
The State ◽  
Board Of Education ◽  
Negative Consequences ◽  
University Of Mississippi ◽  
The University ◽  
Party State ◽  
Weak Party ◽  
The U.S

This chapter examines the U.S. Supreme Court's ruling in Brown v. Board of Education, which struck down state-mandated segregation in public education, and its implications for southern authoritarian enclaves. With the Brown shock, Mississippi's rulers faced their first major black insurgency in decades. A standoff between the state's governors and the White Citizens' Council (WCC) forces led to a stalemate over the development of an effective coercive apparatus, with negative consequences for managing the desegregation crisis at the University of Mississippi. The chapter first considers the state of black education prior to Brown before discussing the crisis, triggered by the university's refusal to admit James Meredith—who was black— and Mississippi's resistance to the decision. It shows how a combination of intraelite dissensus and weak party–state capacities help explain the enclave's navigation of the desegregation crisis at the University of Mississippi.

“Integration with Dignity”

2015 ◽  
Author(s):  
Robert Mickey
Keyword(s):  
South Carolina ◽  
White Supremacy ◽  
Black Education ◽  
The State ◽  
Board Of Education ◽  
Massive Resistance ◽  
The Public ◽  
Black Protest ◽  
Party Cohesion ◽  
The Public Sphere

This chapter examines how the U.S. Supreme Court's ruling in Brown v. Board of Education sparked a crisis over the desegregation of Clemson College in South Carolina. Prior to Brown, South Carolina's rulers sought to preempt the invalidation of state-mandated segregation by improving black education. After the ruling, they launched a strategy of massive resistance: decrying, deterring, and deferring threats to white supremacy in the public sphere. The chapter first reviews the state of black education before Brown and South Carolina's attempts to preempt the decision. It then considers the state's responses to Brown in the 1950s and early 1960s, showing that its leaders attacked both white civil society and black protest organizations. It also describes how the state bolstered its institutional resources to manage democratization pressures and concludes with an assessment of how politicians capitalized on ruling party cohesion and an improved coercive apparatus to navigate the Clemson crisis.

scholarly journals History of Bermudagrass Turfgrass Breeding Research in Tifton, GA

HortScience ◽  
2018 ◽  
Vol 53 (11) ◽  
pp. 1560-1561 ◽  
Author(s):  
Lisa L. Baxter ◽  
Brian M. Schwartz
Keyword(s):  
Coastal Plain ◽  
Agricultural Research ◽  
Department Of Agriculture ◽  
University Of Georgia ◽  
Breeding Research ◽  
History Of ◽  
The University ◽  
Warm Temperate ◽  
Agricultural Research Service ◽  
The U.S

Bermudagrass (Cynodon spp.) is the foundation of the turfgrass industry in most tropical and warm-temperate regions. Development of bermudagrass as a turfgrass began in the early 1900s. Many of the cultivars commercially available today have been cooperatively released by the U.S. Department of Agriculture Agricultural Research Service (USDA-ARS) and the University of Georgia at the Coastal Plain Experiment Station in Tifton, GA.

Education and the University of North Carolina Pre-Flight School

Home Front ◽  
2017 ◽  
Keyword(s):  
United States ◽  
North Carolina ◽  
Military Training ◽  
The United States ◽  
Colleges And Universities ◽  
The State ◽  
Chapel Hill ◽  
Trained Teachers ◽  
The University ◽  
The U.S

Primary and secondary schools were hard hit by the war, with a dearth of supplies and trained teachers. Many colleges and universities, vacated by men off to war, would have had to close were it not for the U.S. military training units at the schools. Each institution in the state had some sort of government activity on their campuses, but the preeminent center was the Navy Pre-Fight School at UNC-Chapel Hill, where two future presidents of the United States, George H. W. Bush and Gerald Ford trained.

Extension and Contraction

1994 ◽  
Vol 44 (2) ◽  
pp. 46-48
Author(s):  
David Starkweather ◽  
Helga U. Winold
Keyword(s):  
New York ◽  
San Francisco ◽  
The State ◽  
State University ◽  
National Public Radio ◽  
University Of Georgia ◽  
School Of Music ◽  
Eastman School Of Music ◽  
The University ◽  
Intensive Work

David Starkweather is the cellist on the faculty of the University of Georgia. He grew up near San Francisco, then attended the Eastman School of Music. This was followed by four years of graduate work at the State University of New York at Stony Brook, where he studied cello with Bernard Greenhouse. In 1985, Starkweather spent half a year in Switzerland for intensive work with Pierre Fournier, earning the famous French cellist's accolade as “one of the best cellists of his generation.” He was awarded a certificate of merit as a semi-finalist in the 1986 Tchaikovsky Competition. Starkweather has been featured on the National Public Radio show Performance Today and in. a PBS one-hour recital program televised nationwide. A review in the Atlanta Constitution praised his “sensitive phrasing and Starkweather's obvious technical facility.” His previous articles for AST were “Methods of Shifting” (Winter 1988) and “Choice of Fingerings” (Summer 1990).

Federalism Vindicated: University Desegregation in South Carolina and Alabama, 1962–1963

1989 ◽  
Vol 1 (3) ◽  
pp. 292-318 ◽  
Author(s):  
Marcia G. Synnott
Keyword(s):  
South Carolina ◽  
Federal Government ◽  
The Other ◽  
Minimum Amount ◽  
Board Of Education ◽  
The South ◽  
Massive Resistance ◽  
White Racism ◽  
Other Hand ◽  
The University

By the 1950s, two contrasting strategies of white leadership were emerging in the South: “massive resistance” and “moderation.” Both were equally committed in principle to a defense of segregation, but they employed different tactics: The former trumpeted “defiance,” the later counseled “delay.” The strategists of-“massive resistance,” who for a decade largely dominated politics in Alabama and Mississippi, were convinced that any concession, even a tactical one, would be a dangerous break in the dike of segregation. They believed that defiance could deter the federal government from enforcing the university desegregation decisions and Brown v. Board of Education of Topeka (1954; 1955). On the other hand, the strategists of “moderation,” who gained political ascendancy in South Carolina, maneuvered within the law, first to postpone implementation of Brown, and then to determine the minimum amount of desegregation that blacks would accept, which would not at the same time inflame white racists. In effect, they used skillful tactics of delay to “moderate” both white racism and black aspirations. Ultimately, they were more successful in achieving their objectives than the resisters, because they avoided sweeping federal interventions.

Recent Books on African American Educational HistoryWilliam H. Watkins, The White Architects of Black Education: Ideology and Power in America, 1865-1954William H. Watkins, James H. Lewis, and Victoria Chou, eds., Race and Education: The Roles of History and Society in Educating African American StudentsKaren A. Johnson, Uplifting the Women and the Race: The Educational Philosophies and Social Activism of Anna Julia Cooper and Nannie Helen BurroughsAnna Victoria Wilson and William E. Seagall, Oh, Do I Remember! Experiences of Teachers during the Desegregation of Austin's Schools, 1964-1971Vivian Gunn Morris and Curtis L. Morris, The Price They Paid: Desegregation in an African American CommunityAdam Fairclough, Teaching Equality: Black Schools in the Age of Jim CrowHenry N. Drewry and Humphrey Doermann, Stand and Prosper: Private Black Colleges and Their StudentsRobert A. Pratt, We Shall Not Be Moved: The Desegregation of the University of GeorgiaMaurice C. Daniels, Horace T. Ward: Desegregation of the University of Georgia, Civil Rights Advocacy, and Jurisprudence

2002 ◽  
Vol 87 (4) ◽  
pp. 446-449 ◽  
Author(s):  
V. P. Franklin
Keyword(s):  
African American ◽  
Civil Rights ◽  
Social Activism ◽  
Black Education ◽  
Black Colleges ◽  
Black Schools ◽  
University Of Georgia ◽  
Race And Education ◽  
Anna Julia Cooper ◽  
The University

scholarly journals What Do We Know about Giftedness and Underachievement? A Bibliometric Analysis

2021 ◽  
Vol 7 (2) ◽  
pp. 400-411
Author(s):  
Claudia A. Cornejo-Araya ◽  
Constanza A. Gómez-Araya ◽  
Yoselyn P. Muñoz-Huerta ◽  
Camila P. Reyes-Vergara
Keyword(s):  
Bibliometric Analysis ◽  
Web Of Science ◽  
Gifted Students ◽  
Bibliometric Study ◽  
Future Research ◽  
University Of Georgia ◽  
Number Of Publications ◽  
The University ◽  
The U.S

This bibliometric study aimed to analyze the main trends of published articles and reviews between 1958 and 2018 regarding underachievement in gifted students. The sample included 203 files extracted from the databases Scopus and Web of Science. The analysis included the number of publications; most productive journals, countries, and authors; affiliations; language; and citations. Main results indicate that Roeper Review has published most of the documents in this area, and Donna Y. Ford is the author with most publications. The U.S. is the most productive country, while the University of Georgia is the most productive institution. Additionally, the predominant language is English, with 91.63% of the publications. These results are discussed and analyzed based on the existing literature. Limitations and future research are also considered.

scholarly journals The current state of safety within the wet laboratories of a Canadian academic institution

2021 ◽  
Author(s):  
Helene-Rosina Ayi
Keyword(s):  
Los Angeles ◽  
International Study ◽  
Storage Conditions ◽  
The State ◽  
Hazardous Substances ◽  
Severe Injuries ◽  
Current State ◽  
Academic Laboratory ◽  
The University ◽  
The U.S

Working in an academic laboratory (lab) often involves handling hazardous substances (Shariff & Norazahar, 2012). These substances are dangerous due to their toxic, flammable, explosive, carcinogenic, pathogenic or radioactive properties (Furr, 2000). Therefore, it is crucial that those working in these environments do so safely. Recently, many researchers and students from various universities in the U.S. and globally have suffered severe injuries and fatalities from lab accidents. For example, in 2008 a lab fire at the University of California Los Angeles led to the death of a student(Van Noorden, 2011). Following this and other similar accidents that transpired afterwards, an international study was conducted to understand the state of safety within the wet labs of today’s universities(Van Noorden, 2013a). The findings revealed numerous safety gaps and an overall lack of a strong and positive safety culture within the labs (Benderly, 2013;and Schröder, Huang, Ellis, Gibson, & Wayne, 2016). Since the majority of the accidents and study reports were predominantly from the U.S., it is unknown if the same safety gaps and risks also exist in the wet labs of Canadian universities. Therefore, this research study examined the state of safety within the wet laboratories of a medium-sized Canadian university. This was achieved by: 1) conducting an inventory of the labs’ hazardous substances to identify their labeling and storage conditions, 2) inspecting the labs to identify potential hazards or risky conditions, and 3) surveying lab personnel to understand how safety is perceived and practiced. The results show several safety deficiencies and a negative perception on certain safety elements among the lab personnel. As in universities in the U.S. there is an overall need to enhance thecurrent culture of safety at this Canadian university.

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