Interview with Hope Weatherly

In her May 22, 2013 interview with Martha Manning, Hope Weatherly detailed her thoughts and memories at Winthrop from 1970-1976. In particular, Weatherly discusses the evolution of her studies at Winthrop, starting as a music major then graduating with a degree in education. Weatherly recalls her opinions on University presidents, professors, and food. Weatherly concludes her interview by discussing her career as a social worker and the challenges she faced in her profession. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

Interview with Joyce Lineberger

In her May 21, 2013 interview with Martha Manning, Joyce Lineberger details her life as a Winthrop undergraduate student from 1975-1977. Lineberger shares her experience with campus life: parking, dining, uniforms, and traditions. Lineberger also includes information on supportive teachers from her program but also an incident when she was accused of plagiarism. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

Interview with Regina Varnadore

In her June 26, 2013 interview with Martha Manning, Regina Varnadore details her time at Winthrop from 1986-1989 as an Elementary Education major. In particular, Varnadore describes the process of earning a degree in Elementary Education. Varnadore discusses her experience student teaching and her career as a teacher. Varnadore mentions her opinions on education in Rock Hill and employees in the school district. Provided is information on Varandore’s family, the story of Varnadore earning her Master’s degree, and her future in the teaching profession. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

Interview with Stephen Lovegrove

In his December 2014 interview with Michelle Dubert-Bellrichard, Stephen Lovegrove shares his story coming to Winthrop as an “out” student recently kicked out of a religious college. Lovegrove details his perception of the attitude toward LGBTQ people and issues in Winthrop and Rock Hill. Lovegrove identifies resources in the community that are beneficial to LGBTQ people. He also comments on the LGBTQ social movement in terms of growing acceptance and the challenges it will face. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

Interview with Virginia Koch

In her January 13, 2015 interview with Michelle Dubert-Bellrichard, Virginia Koch shared the memories of her Winthrop experience from 1970-1974. Koch explains why she attended Winthrop, her experiences with Rat Week, and why she struggled to find a job in her major. Included are the details of why she left South Carolina, and the numerous positions she held thereafter. Koch also shares her perspectives on major transitions at Winthrop and in the South. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

Interview with Jeuel Esmacher Bannister

In her January 20, 2015 interview with Michelle Dubert-Bellrichard, Jeuel Esmacher Bannister details her time at Winthrop from 1940-1944. Shared are the memories of professors in the music department, her opinions on the expectations of students, and going to school during WWII. Esmacher Bannister recalls stories of the Army Air Corps Cadets on campus, and the courses offered by the U.S. government that led Esmacher Bannister to a career as a Japanese and Russian cryptographer. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

Interview with Dennis Stamper

In his January 12, 2015 interview with Michelle Dubert-Bellrichard, Dennis Stamper shares his memories of being one of the first male, day students from 1969-1972. Stamper details his studies and professors from the Philosophy and Religion Department, as well as the Psychology Department. Stamper includes his perception of the atmosphere at Winthrop during a time of great change in the country, and how that experience coupled with his work in the Wesley Foundation and the influence he received from professors paved the way for he currently lives his life. Stamper concludes his interview detailing his studies and careers after Winthrop. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

Interview with Gabriel Paxton

In his February 18, 2015 interview with Michelle Dubert-Bellrichard, Gabriel Paxton shares the story of founding the grassroots organization Rock Hill for Equality. Included are his experiences as an ally in the Southeast and the partnerships he made to support Rock Hill for Equality. Paxton provides insight on this civil rights movement and speculates why the South is slow to change. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

Interview with Leonard Hewell "Kip" Carter

In his February 10, 2012 interview with Robert Ryals, Leonard Hewell “Kip” Carter details growing up in the South during segregation and the Civil Rights Movement, as well as his life as political aide/campaign treasurer to Newt Gingrich. Included are details of his college education at UNC-Chapel Hill – classes, professor, and the Red Scare. Carter shares the history of his friendship and working relationship with Newt Gingrich, the scandals Gingrich faced, and the ultimate end of their relationship. This interview was conducted for inclusion into the Louise Pettus Archives and Special Collections Oral History Program.

Education, preferences for leisure, and the optimal income tax schedule

Recent advances in dynamic Mirrlees economies have incorporated the treatment of human capital investments as an important dimension of government policy. This paper adds to this literature by considering a two period economy where agents are di erentiated by their preferences for leisure and their productivity, both private information. The fact that productivity is only learnt later in an agent's life introduces uncertainty to agent's savings and human capital choices and makes optimal the use of multi-period tie-ins in the mechanism that characterizes the government policy. We show that optimal policies are often interim ine cient and that the introduction of these ine ciencies may take the form of marginal tax rates on labor income of varying sign and educational policies that include the discouragement of human capital acquisition. With regards to implementation, state-dependent linear taxes implement optimal savings, while human capital policies may require labor income taxes that depend directly on agents' schooling.

Law and narrative: a life history interview with a Brazilian jurist

This article discusses some issues in communicating experience, based on a life history interview with 83-year-old Brazilian jurist Evandro Lins e Silva conducted by the Getúlio Vargas Foundation’s oral history program (Centro de Pesquisa e Documentação de História Contemporânea do Brasil, or CPDOC) between August 1994 and January 1995.1The text focuses especially on two images used by the interviewee, which consolidate both the experiences that have been communicated to him and the experience that he himself endeavors to communicate regarding his activities as an attorney and the status of truth within the field of law.

Sacrifice and efficiency of the income tax schedule

We investigate the efficiency of equal sacrifice tax schedules in an economy which primitives are exactly those in Mirrlees (1971): a continuum of individuals with identical preferences defined over consumption and leisure who differ with respect to their labor market productivity. Using a separable specification for preferences we derive the minimum equal sacrifice allocation and recover the tax schedule that implements it. The separable specification allows us to use the methodology developed by Werning (2007b) to check whether the schedule is efficient, that is, whether there is no alternative tax schedule that raises more revenue while delivering less utility to no one. We find that inefficiency does not arise for most parametrizations we use to approximate the US economy. For the few cases for which inefficiency does arise, it does so only for very high levels of income and marginal tax rates.

A televisão refletida na escola: a compreensão de mães/educadoras

This work aims to examine the television social representation by mothers/educators as a TV viewers, to understand the meaning of this media in their quotidian and which relations occur between teachers and students in the classroom. The study purpose is the educational television rule, based on a social representation approach. It look for to reveal, through the discourses of five educators who are engaged in pedagogic activities in the Public Elementary School of the Natal city, a significant experience in the media education field progress. It’s also a way to understand which representations the educators have about the television can contribute to aid the idea and critic analysis about the media meaning in the teacher’s formation. Some questions were in the basis of the investigation as: What is the television for the educators who are also TV viewers? How it reaches the classroom? Their relation with the media interfere in the pedagogic practice? Assuming that the verbal technical is one of the formal ways to access the representations, the methodological strategy employed was the open interview, guided by a wide and flexible schedule, leaving the interviewees free to expose their ideas, a attitude adopted to avoid the imposition of interviwer’s points of view, that result in a rich material. Through this strategy it was possible to confirm or to reject presumptions raised in the beginning of the investigation and modify some planning direction lines. The study has as the theory presupposition the contribution of the Mexican researcher Guillermo Orozco Gómez, who, based on the Paulo Freire e Jesús Martín-Barbero ideas, establishes a dialogue between popular Education and the communication theories, mainly the television reception, when he develops an integral view focused on the audience or on the multiple mediations model. The school – and the family, as well – is an important mediator of the media information. The relationship which the teachers establish between the television and their representations about it in their lives reflects effectively and directly on their professional practice and on the media dialogue within the school, it can contribute to the critic reflection which students establish with the media trough the educators mediation

Estudo representacional da participação familiar nas atividades dos centros de atenção psicossocial no município de Natal-RN

Comprehending social representations of users relatives of Psychosocial Care Centers (CAPS) from Natal-RN, about their participation in the activities of these services, was the purpose of this study. The research instrument used was a semi-structured interview, led to 28 relatives of users of East and West CAPS II, East and North CAPS-ad, involved in the Relative Therapeutic Group, in Relative Meeting, in the Assembly of Users, Technicians and Relatives, according to the therapeutic schedule of each health services, between August to November 2007. Data obtained in family and users identification were characterized with the aid of charts and boards in absolute and/or percentage values. The discursive material from the guide from interviews was submitted to the informational resource ALCESTE (Analyse Lexicale par Contexte d'un Ensemble of Segments of Texte), and analyzed on the basis of the Theory of Social Representations and Central Nucleus Theory. Most of the relatives were women, married, aged over 50 years, who participated for more than two years in CAPS activities, and a coexistence of more than 11 years with the user. From the classification system of ALCESTE were selected categories, identified by: Category 1, Treatment Improvements and Expectations; Category 2, Living User Before and After; Category 3, Activities Relevance, Contradictions and Suggestions; Category 4, Guidelines -- Psychopharmacology and Medicalization; Category 5, Family Participation and Activities; and Category 6, Therapeutic Conditions Thanks, Tips and Vulnerability. The social representation of the family exists in the desire for change, identifying that we need to promote change by the continuity of therapeutic activities and overcome the detected inconsistencies, targeted by strengthening and by the stability of improvements in living and health conditions of users, experienced in CAPS treatment. The central nucleus had corresponded to positive changes in health and living conditions of users, and the peripheral elements were constituted by family conducts before and during treatment, and the expectations of changes in activities, especially in workshops. Despite this family participation be considered important, it still does not meet conditions to promote the inclusion of family, under an emancipating point of view, capable of causing in subject the hope for autonomy, initiative, individual and collective growths, a closer and active involvement in therapeutic activities, in workshops and discussions