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<Title>Final Examination of Christopher T. Browder (LLC Cohort 10)</Title>
<Tagline>May 30, 2014</Tagline>
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<![CDATA[
    <div class="html-content">Announcing the Final Examination of Christopher T. Browder (LLC Cohort 10)<br>Date and Location: May 30, 2014 at 2 p.m.<br>LLC Conference Room, 422 Sherman Hall<br><br>Title: English Learners with Limited or Interrupted Formal Education: Risk and<br>Resilience in Educational Outcomes<br><br>This dissertation examined educational resilience among high school English learner (EL) students with limited or interrupted formal schooling (SLIFE) to determine whether theories that explain educational resilience in other at-risk students adequately explain educational resilience in SLIFE. School system data and survey results from 165 high school ELs were analyzed to determine the degree to which ELs’ homeland schooling had influenced their academic outcomes in the U.S. Educational outcomes included English proficiency attainment and gains as well as scores on standardized tests of algebra, biology, and English language arts.<br><br>Limited formal schooling (LFS) was operationalized with three indicators for students on arrival in the U.S.: (1) gaps in years of schooling relative to grade, (2) low self-reported first language schooling, and 3) beginner-level English proficiency. Bivariate and multivariate regression analyses were used to estimate the relationships between the LFS indicators and the educational outcomes as well as the degree to which school-based protective factors and personal risk factors had influenced the relationships. Protective factors included perceived pedagogical caring, social integration with non-immigrant peers, ESOL classes, out-of-school help, and extra-curricular activities. Risk factors included high social distance, past traumatic experiences, a lack of authoritative parental support, separations from loved ones,<br>and hours spent working in employment.<br><br>This study also examined the role students’ academic self-concept played in mediating and moderating the influence of protective and risk factors in the resiliency process. The findings showed that SLIFE had lower achievement on the standardized tests, but that it was largely due to having lower English proficiency at the time of the test. Lower English proficiency at the time of the test was mainly attributed to arriving with lower English proficiency and lower first language literacy. ESOL classes appeared to help students acquire English faster. After controlling for differences in English proficiency, students’ perceptions of social distance appeared to predict their academic achievement on standardized tests better than their academic self-concept and the other protective or risk factors. This study contributes to our understanding of risk and resilience among SLIFE and may help inform interventions to support them better.<br><br>Dissertation Committee: Claudia Galindo, Chair<br>Martha Bigelow<br>JoAnn Crandall<br>Joan Kang Shin<br>John Nelson<br><br>The public is welcome to observe.</div>
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<Summary>Announcing the Final Examination of Christopher T. Browder (LLC Cohort 10) Date and Location: May 30, 2014 at 2 p.m. LLC Conference Room, 422 Sherman Hall  Title: English Learners with Limited or...</Summary>
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<PostedAt>Sat, 24 May 2014 00:42:50 -0400</PostedAt>
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<NewsItem contentIssues="false" id="44814" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/44814">
<Title>Final Examination of Hye-Sook Lee (LLC Cohort 11)</Title>
<Tagline>May 30, 2014</Tagline>
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<![CDATA[
    <div class="html-content">Announcing the Final Examination of Hye-Sook Lee (LLC Cohort 11)<br>Date and Location: May 30, 2014 at 12 p.m.<br>LLC Conference Room, 422 Sherman Hall<br><br>Title: The intersection between professional development and professional learning communities: Working towards improving the educational experiences of English learners<br><br>This research investigated professional development (PD) experiences of<br>secondary teachers of English learners (ELs) in Maryland and their perceptions concerning characteristics of PD that are most effective in helping them to improve their professional knowledge and attitudes toward PD. It also investigated whether being part of professional learning communities (PLCs) enhanced PD outcomes by extending teachers’ access to sustained learning. This inquiry fills a gap in research concerning PD experiences of teachers based on the analysis of school-based PLCs.<br><br>This research integrated Garet et al.’s (2001) framework of effective PD and<br>Olivier and Hipp’s (2010) model of PLCs. The integration of these two frameworks highlights the reciprocal relationship between PD and PLCs, and the extent to which these experiences and structures generate changes in teachers’ improved knowledge and attitudes toward PD. A mixed method approach is implemented to analyze survey and interview data in a sequential manner with emphasis on the quantitative component. The study is built on the strength of both quantitative and qualitative research methods, and jointly, these methods provide a more complete picture of the research problem than would either method individually (Creswell, 2009). A total of 100 teachers participated in the survey and 9 teachers participated in the interview.<br><br>The analysis supports and extends Garet et al.’s (2001) findings that PD that<br>emphasized improving content knowledge and was coherent with teachers’ other learning experiences resulted in teachers’ positive attitudes toward PD, as well as perceived improvement in knowledge. The results also revealed key practices of teachers’ PLCs. Teachers’ PLCs focused on their professional growth and improvement of student learning while fostering leadership and engaging in school improvement were not strong components of their practices. As a result, the associations of PLCs and teachers outcomes were not significant. This study is significant because it contributes to the emerging knowledge base that explores the relationship between the effects of PD on teachers and the role of PLCs reinforcing in best practices. The results of this research inform educators and education policy regarding and provide deeper insight into the comprehensive conditions needed for improving teachers’ PD experiences.<br><br>Dissertation Committee: Claudia Galindo, Chair<br>JoAnn Crandall, Co-Chair<br>Cheryl North-Coleman<br>Joan Kang Shin<br>Susan Blunck<br><br>The public is welcome to observe.</div>
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<Summary>Announcing the Final Examination of Hye-Sook Lee (LLC Cohort 11) Date and Location: May 30, 2014 at 12 p.m. LLC Conference Room, 422 Sherman Hall  Title: The intersection between professional...</Summary>
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<Sponsor>Language, Literacy and Culture Doctoral Program</Sponsor>
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<PostedAt>Sat, 24 May 2014 00:35:49 -0400</PostedAt>
<EditAt>Sat, 24 May 2014 00:38:45 -0400</EditAt>
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<NewsItem contentIssues="true" id="44813" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/44813">
<Title>Dr. Whitehead and Dr. Moffitt on the Marc Steiner Show</Title>
<Tagline>Malcolm X discussion</Tagline>
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    May 19, 2014 would have been Malcolm X’s 89th birthday, and our panel of guests remembers his life and legacy. With: LLC alum <strong>Dr. Karsonya Wise Whitehead</strong>, Assistant Professor of Communication and African and African American Studies at Loyola University Maryland and author of the new book, Notes from a Colored Girl: The Civil War Pocket Diaries of Emilie Frances Davis; Dr. Ray Winbush, Director of the Institute for Urban Research at Morgan State University; and<strong> Dr. Kimberly Moffitt</strong>, Assistant Professor of American Studies at UMBC and co-editor of Blackberries and Redbones: Critical Articulations of Black Hair/Body Politics in Africana Communities.<br><br><p>Click <a href="http://www.steinershow.org/podcasts/history/happy-birthday-malcolm-x/" rel="nofollow external" class="bo">here </a>to listen to the full segment. <br></p></div>
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<Summary>May 19, 2014 would have been Malcolm X’s 89th birthday, and our panel of guests remembers his life and legacy. With: LLC alum Dr. Karsonya Wise Whitehead, Assistant Professor of Communication and...</Summary>
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<Sponsor>Language, Literacy and Culture Doctoral Program</Sponsor>
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<PostedAt>Sat, 24 May 2014 00:20:09 -0400</PostedAt>
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<NewsItem contentIssues="false" id="44812" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/44812">
<Title>GSA Writing Advisor Position</Title>
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<![CDATA[
    <div class="html-content">University of Maryland, Baltimore County<br>Office of Graduate Student Life<br><br><strong>WRITING ADVISOR - GRADUATE ASSISTANT POSITION - AY 2014-2015</strong><br><br>The Office of Graduate Student Life (OGSL) is operated by the Graduate Student Association (GSA) to meet the needs of graduate students as they pursue degrees at the master’s and doctoral levels in all disciplines at UMBC<br><br><strong>Job Duties:</strong><br>• Provides advice and support for all phases of graduate student writing and  Oral assignments, including organization, drafting, and editing<br>• Assists graduate students with using grammar, sentence structure, and style appropriate for each academic task<br>• Advises graduate students on a variety of documents, including essays, papers, applications, resumes, thesis &amp; dissertation chapters<br>• Maintains relationships with repeat advisees and meet the needs of one-time advisees<br>• Supports both native and non-native speakers of English, as well as students from a variety of disciplines<br>• In addition to individual sessions, the Writing Advisor is responsible for conducting a yearly writing workshop for UMBC’s Promise Success Seminar series. A familiarity with various style guides is helpful<br>• Attend weekly OGSL team meetings, monthly Senate meetings, GSA Social Hours, Graduate Student Week events, the Graduate Research Conference, and Graduate School sponsored events<br>• Collaborate with the OGSL team &amp; GSA Executive Board to implement GSA’s mission<br>• Staff the GSA Office 20 hours a week and attend to miscellaneous office work when necessary<br>• Knowledgeable of the Graduate Student Handbook, The Graduate School &amp; GSA policies<br>• Conduct occasional workshops on writing strategies relevant to graduate work (cover letter writing, citation use, essay prose, etc.)<br>• Promote Writing Advisor role and services to UMBC graduate community<br>• Update, maintain and advertise Writing Advisor website content<br><br><strong>Qualifications &amp; Requirements:<br></strong>• Strong interpersonal, analytical, oral and written communication skills required<br>• A strong command of English, written composition and metalinguistic knowledge is critical<br>• Commitment to diversity &amp; team building necessary to work with UMBC’s diverse population and programming<br>• Bachelor’s degree, full-time enrollment in a UMBC master’s or doctoral degree program &amp; be in good academic standing with The Graduate School<br>• Applicants may not hold a doctoral degree or have UMBC adjunct faculty status<br>• Applicants may not be nominated/hold a position on the GSA Executive Board<br>• Independent and self-motivated work ethic crucial<br>• Essential to be able to work independently and as a part of a team<br>• A positive attitude, superior time management skills, patience &amp; a sense of humor are advantageous<br><br><strong>Compensation:</strong><br>• Appointment runs from August 10. 2014 - June 13. 2015<br>• Full time stipend<br>• Up to ten (10) credits of tuition remission per semester<br>• GA Health Care coverage is offered<br>Please Follow Application Instructions Carefully – Your Application Will Not Be<br>Reviewed Unless ALL Materials Are Submitted<br><strong><br>Electronically submit:</strong><br>• Your resume in PDF<br>• Your unofficial UMBC transcripts if already an enrolled UMBC graduate student OR official<br>transcripts of other universities attended if a newly admitted UMBC graduate student<br>• Application letter in PDF<br>• Contact information for faculty reference (Name, Title, Address, Email, Phone)<br><br>• 3 Various Writing Samples in PDF to:<br>Jenness E. Hall, Ph.D., PCC, ORSCC<br>Executive Director, GSA<br>The Commons 308<br><a href="hall@umbc.edu" rel="nofollow external" class="bo">hall@umbc.edu</a><br></div>
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<Summary>University of Maryland, Baltimore County Office of Graduate Student Life  WRITING ADVISOR - GRADUATE ASSISTANT POSITION - AY 2014-2015  The Office of Graduate Student Life (OGSL) is operated by...</Summary>
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<PostedAt>Sat, 24 May 2014 00:04:02 -0400</PostedAt>
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<NewsItem contentIssues="false" id="44798" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/44798">
<Title>Congratulations to our AMST graduates of 2014!</Title>
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<![CDATA[
    <div class="html-content">Congratulations to our American Studies graduates of 2014! Left to right: Jennie Williams (honors: magna cum laude, minor: sociology); Dustin Roddy (second major: media and communication studies); Hannah Hollamon; Jennifer Jong Mee Herzog; and Bonnie Bowen (honors: magna cum laude, certificate: education). Not pictured: Stephany Bartz, Nicole De Leon, William Conor Finch (second major: media and communication studies), and Thomas Conroy (second major: sociology). <br><br>Graduates minoring in American Studies: Kathleen Foster, Allison Frances Baudoin, Stefan P. Bautista, Brianna Marie Beach, Travis John Cahill, Maria Elizabeth Del Rosario, Tobias Essuah-Mensah, Will M. Fejes, Melissa A. Hom, Shannon Kim, Kayla Nicole Martinez, Mallory N. McIntyre, Sarah L. Patterson, Chase Donnovan Plummer, Stephanie B. Smith, Shane Michael Vlasic, Meghan A. Carpenter, Meg Alexander Davis, and David Juhan Pak.<br></div>
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<Summary>Congratulations to our American Studies graduates of 2014! Left to right: Jennie Williams (honors: magna cum laude, minor: sociology); Dustin Roddy (second major: media and communication studies);...</Summary>
<Website>https://www.facebook.com/UMBC.AMST/photos/a.323872291008232.80511.233357663393029/711827418879382/?type=1&amp;theater</Website>
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<NewsItem contentIssues="false" id="44774" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/44774">
<Title>Ellen Handler Spitz in The New York Times Sunday Book Review</Title>
<Tagline>Poetry is an inexhaustible gift for children</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><span><p>In her article in the <em>Sunday Book Review</em> titled “That Amherst Belle,” Ellen Handler Spitz reviews two new children’s books: Eileen Spinelli’s “Another Day as Emily,” illustrated by Joanne Lew-Vriethoff, and Burleigh Mutén’s “Miss Emily,” illustrated by Matt Phelan. She notes the two books “strive to create, by very different means and with different results, a sense of the poet Emily Dickinson as a person.”</p><p>Spitz writes the two books do a good job of introducing readers to Dickinson’s “eccentric persona,” but an opportunity is lost because none of Dickinson’s poems is printed in full in either book.</p><p>Ellen Handler Spitz has written frequently about children’s literature for <em>The New Republic</em>and is author of “Illuminating Childhood.” </p></span></div>
]]>
</Body>
<Summary>In her article in the Sunday Book Review titled “That Amherst Belle,” Ellen Handler Spitz reviews two new children’s books: Eileen Spinelli’s “Another Day as Emily,” illustrated by Joanne...</Summary>
<Website>http://www.nytimes.com/2014/05/11/books/review/another-day-as-emily-and-miss-emily.html?action=click&amp;module=Search&amp;region=searchResults&amp;mabReward=relbias%3Ar&amp;url=http%3A%2F%2Fquery.nytimes.com%2Fsearch%2Fsitesearch%2F%3Faction%3Dclick%26region%3DMasthead%26pgtype%3DHomepage%26module%3DSearchSubmit%26contentCollection%3DHomepage%26t%3Dqry118%23%2Fellen+handler+spitz&amp;_r=1</Website>
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<NewsItem contentIssues="true" id="16878" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/16878">
<Title>2014 GWST Student Awards</Title>
<Body>
<![CDATA[
    <div class="html-content">The Gender and Women's Studies Department chose six outstanding graduating seniors to receive annual awards from the department. The awards were presented by Dr. Carole McCann, GWST Professor and Chair, at the College of Arts, Humanities and Social Sciences Award Ceremony on April 29th. <div><br></div><div>The GWST department offers two award opportunities. The first is the <strong>Jo Ann E. Argersinger Award for Academic Achievement</strong>. Named for a former provost and Gender and Women’s Studies faculty member, this award recognizes exemplary academic achievement in gender and women’s studies. The second is the <strong>Joan S. Korenman Outstanding Service Award</strong>, named for the founding director of the Program. This award recognizes outstanding service to the Gender and Women’s Studies Department. 
    
    
    <br><strong><br></strong><p><strong><span>Susannah Hinz</span></strong><span> is a
    Gender and Women's Studies major and a Critical Sexuality Studies minor with a
    4.0 GPA. She is a co-leader in Women Involved in Learning and Leadership. She
    has co-organized a panel discussion on the prison industrial complex and is
    currently co-organizing a production of the Vagina Monologues. Susannah is
    currently a research assistant for Dr. Carole McCann, researching mid-century
    population control and birth control, and she plans on attending graduate
    school in the future. Susie received both the </span><span>Jo Ann E. Argersinger Academic Achievement Award in GWST and the Joan S. Korenman Award for Service in GWST.</span></p><p><strong><span>Libby Barrow </span></strong><span>is a Gender and Women's
    Studies major and Psychology minor with a 4.0 GPA. She has been on both the
    Dean's List and the President's List for the past three semesters, since she
    transferred to UMBC in Fall 2012. She is also the Director of Internal
    Relations with the Gender and Women’s Studies Council of Majors and Minors. She
    has worked hard to excel in school with the support of her family after being
    home schooled by her mother from kindergarten through 12th grade. Although she
    is not entirely sure what her future holds, she is excited to explore the world
    with the knowledge she gained from the Gender and Women's Studies Department. Libby received </span><span></span><span>the </span><span>Jo Ann E. Argersinger Academic Achievement Award in GWST.</span></p><p><strong><span>Leah Ginty </span></strong><span>is graduating with a B.A. in MLLI
    (French), a certificate in GWST, and a minor in music, having made the
    President’s List every semester so far. She will be attending Boston College in
    Fall 2014 to pursue an M.A. in French Literature and Culture. Her research
    interests center on feminist literature, activism, and music in francophone
    countries. She is a French peer tutor, and served in 2013 as a research intern
    for Democratic pro-choice PAC EMILY’s List. Libby r</span><span>eceived </span><span></span><span>the </span><span>Jo Ann E. Argersinger Academic Achievement Award in GWST.</span></p></div><div><p><strong><span>Caitlyn Leiter-Mason</span></strong><span> is a double major in Gender + Women's
    Studies and Political Science.  She is a
    member of the Sondheim Public Affairs Scholars Program and the Honors College
    and was inducted into Phi Beta Kappa as a junior.  Last year, she spent a semester studying in
    Tunisia and completed an oral history of a young Tunisian activist about her
    involvement in Tunisia's Arab Spring movement. 
    Caitlyn has committed her extracurricular energy to fostering political
    activity and awareness on campus, leading the UMBC College Democrats, holding
    appointed leadership positions in the Student Government Association, and
    organizing activist efforts around pay equity, marriage equality, the DREAM
    Act, transgender nondiscrimination legislation, and voter registration.  After graduation, Caitlyn will continue her
    current job managing a local county council campaign while applying to graduate
    programs in public policy and political science with an emphasis on gender +
    women's studies. Caitlyn </span><span>received </span><span></span><span>the </span><span>Jo Ann E. Argersinger Academic Achievement Award in GWST.</span></p></div><div><p><strong><span>Zachary Neil </span></strong><span>is graduating Magna Cum
    Laude with a BA in Theatre Performance with a minor in Critical Sexuality
    Studies. Zack is a three year Resident Assistant, President of the National
    Residence Hall Honorary, has conducted research surrounding camp, interned with
    the Women’s Center, and is a past UMBC Mascot. In the fall Zack will be
    starting his Master’s in College Student Personnel at Western Illinois
    University. He will be holding an assistantship in the LGBTQA Resource Center
    with hopes of creating an inclusive campus environment for all students, where
    they may grow and learn. Zachary </span><span>received </span><span></span><span>the </span><span>Jo Ann E. Argersinger Academic Achievement Award in GWST.</span></p></div><div><p><strong><span>Cassandra Morales </span></strong><span>graduated in December 2013 with a BA
    in Anthropology and minors in Gender and Women's Studies and History, and she
    was a member of the Honors College. She was an active member of Women Involved
    in Learning and Leadership (WILL) for 3 1/2 years and was a co-leader of the
    organization for 2 years. Cassandra was the Resident Assistant for the WILL Living
    Learning Community. She was also an intern for the Women's Center, and
    eventually worked as a student staff member. Currently, Cassandra is an intern
    for Maryland Morning with Sheilah Kast on WYPR, NPR's affiliate in Baltimore. Cassandra received</span><span> </span><span>the Joan S. Korenman Award for Service in GWST.</span></p></div><div>The GWST faculty and staff wish to congratulate this year's award recipients. We look forward to their continued and future success!</div></div>
]]>
</Body>
<Summary>The Gender and Women's Studies Department chose six outstanding graduating seniors to receive annual awards from the department. The awards were presented by Dr. Carole McCann, GWST Professor and...</Summary>
<Website>http://gwst.umbc.edu</Website>
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<PostedAt>Fri, 16 May 2014 15:34:37 -0400</PostedAt>
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<NewsItem contentIssues="true" id="44732" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/44732">
<Title>GWST affiliate faculty, Dr. Rebecca Adelman, publishes book</Title>
<Tagline>Beyond the Checkpoint</Tagline>
<Body>
<![CDATA[
    <div class="html-content"><div><span>Rebecca Adelman, assistant professor in the Department of Media and Communication Studies and affiliate assistant professor in the Department of Gender + Women's Studies, has published a new book, “Beyond the Checkpoint: Visual Practices in America’s Global War on Terror” (The University of Massachusetts Press, 2014).</span></div><div><br></div><div>Since the 9/11 attacks on U.S. soil, American citizenship has been redefined by the visual images associated with the Global War on Terror (GWOT). Rebecca A. Adelman contends that, in viewing images such as security footage of the 9/11 hijackers, film portrayals of the attacks and subsequent wars, memorials commemorating the attacks, and even graphics associated with increased security in airports, American citizens have been recast as militarized spectators, brought together through the production, circulation, and consumption of these visual artifacts. Beyond the Checkpoint reveals that the visual is essential to the prosecution of the GWOT domestically and abroad, and that it functions as a crucial mechanism in the ongoing formation of the U.S. state itself and an essential component of contemporary American citizenship.</div><div><br></div><div>Tracing the connections between citizenship and spectatorship, and moving beyond the close reading of visual representations, this book focuses on the institutions and actors that create, monitor, and regulate the visual landscape of the GWOT. Adelman looks around and through common images to follow the complex patterns of practice by which institutions and audiences engage them in various contexts. In the process, she proposes a new methodology for studying visual cultures of conflict, and related phenomena like violence, terror, and suffering that are notoriously difficult to represent.</div><div><br></div><div>Attending to previously unanalyzed dimensions of this conflict, this book illustrates the complexity of GWOT visual culture and the variegated experiences of citizenship that result as Americans navigate this terrain.</div><div><br></div><div>Bonnie Miller, author of “From Liberation to Conquest: The Visual and Popular Cultures of the Spanish-American War of 1898″ (The University of Massachusetts Press, 2011) writes, “Ambitious in scope and argument, this book stands to make an important contribution to the fields of visual culture, international relations/political science, and American studies.”</div></div>
]]>
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<Summary>Rebecca Adelman, assistant professor in the Department of Media and Communication Studies and affiliate assistant professor in the Department of Gender + Women's Studies, has published a new book,...</Summary>
<Website>http://gwst.umbc.edu</Website>
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<PostedAt>Fri, 16 May 2014 15:06:54 -0400</PostedAt>
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<NewsItem contentIssues="false" id="44708" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/44708">
<Title>Cara Ober reviews IMDA MFA Thesis Exhibition in bmore-art</Title>
<Tagline>A thoughtful and wide ranging review of the CADVC exhibition</Tagline>
<Body>
<![CDATA[
    <div class="html-content">"effortless, yet thoughtful, balance between formal and conceptual concerns and digital process, a sign that this group is well prepared for the larger art world" <div><br></div><div>- Cara Ober in <a href="http://bmoreart.com/2014/05/imaging-a-thesis.html" rel="nofollow external" class="bo">bmore-art</a></div></div>
]]>
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<Summary>"effortless, yet thoughtful, balance between formal and conceptual concerns and digital process, a sign that this group is well prepared for the larger art world"     - Cara Ober in bmore-art</Summary>
<Website>http://bmoreart.com/2014/05/imaging-a-thesis.html</Website>
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<PostedAt>Fri, 16 May 2014 10:43:09 -0400</PostedAt>
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<NewsItem contentIssues="false" id="44705" important="false" status="posted" url="https://beta.my.umbc.edu/groups/cahss/posts/44705">
<Title>Maurice Berger on Urbes Mutantes, New York Times</Title>
<Tagline>Latin America&#8217;s Mutating Cities, in Photographs</Tagline>
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    <p>CADVC Research Professor Maurice Berger's <a href="http://lens.blogs.nytimes.com/2014/05/16/latin-americas-mutating-cities-in-photographs/?smid=fb-share#/1/" rel="nofollow external" class="bo">Race
    Stories column on the Lens Blog</a> of the New York Times focuses on the
    monumental survey of Latin American Photography, <em>Urbes Murantes -- Mutant
    Cities, </em>opening today, May 16,2014 at the <a href="http://www.icp.org" rel="nofollow external" class="bo">International Center of Photography</a> in
    New York. </p><p><span>Berger calls this "an extraordinary and historic exhibition."</span></p>
    
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<Summary>CADVC Research Professor Maurice Berger's Race Stories column on the Lens Blog of the New York Times focuses on the monumental survey of Latin American Photography, Urbes Murantes -- Mutant...</Summary>
<Website>http://lens.blogs.nytimes.com/2014/05/16/latin-americas-mutating-cities-in-photographs/?_php=true&amp;_type=blogs&amp;smid=tw-share&amp;_r=0</Website>
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<PostedAt>Fri, 16 May 2014 10:14:49 -0400</PostedAt>
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