The writings of George Washington : being his correspondence, addresses, messages, and other papers official and private, selected and published from the original manuscripts; with A life of the author, notes, and illustrations /

Imprint varies.

The works of Benjamin Franklin; containing several political and historical tracts not included in any former edition, and many letters, official and private, not hitherto published; with notes and a life of the author.

"List of the author's writings, chronologically arranged": v. 10, p. [449]-463.

The history of New England : illustrated by tales, sketches, and anecdotes, with numerous engravings /

Lambert Lilly is probably the pseudonym of Francis L. Hawks, under whose name the work is entered in A Checklist of Amer. Imprints for 1831; the pseud. Lambert Lilly has also been attributed to Samuel G. Goodrich.

The American journal of tropical medicine.

Includes Transactions of the 16th-46th annual meeting of the American Society of Tropical Medicine.

A history of the United States,

Accompanied by "A history of the United States, by Edward Channing; supplementary volume, general index, compiled by Eva G. Moore." (v, 155 p. 23 cm.) Published: New York, Macmillan, 1932.

The American journal of psychiatry.

Official journal of the American Psychiatric Association.

Official proceedings of the annual convention - American Society of Municipal Engineers

Appendixes to v. 37, 39, 1931, '34, comprise Standard specifications of the American Society of Municipal Engineers

Rochambeau. A commemoration by the Congress of the United States of America of the services of the French auxiliary forces in the war of independence.

Includes index.

The American Nation: a history from original sources by associated scholars;

Vols. 1, 3-12, 14-16, 18-20, 22, 25-27 have no date on t. p.

Bulletin of the Pan American Union

Mode of access: Internet.

Bending the twig; the revolution in education and its effect on our children,

Includes bibliographical references.

Advanced Placement and American education: A Foucauldian analysis of the Advanced Placement Program of the college board

Advanced Placement is a series of courses and tests designed to determine mastery over introductory college material. It has become part of the American educational system. The changing conception of AP was examined using critical theory to determine what led to a view of continual success. The study utilized David Armstrong's variation of Michel Foucault's critical theory to construct an analytical framework. Black and Ubbes' data gathering techniques and Braun and Clark's data analysis were utilized as the analytical framework. Data included 1135 documents: 641 journal articles, 421 newspaper articles and 82 government documents. ^ The study revealed three historical ruptures correlated to three themes containing subthemes. The first rupture was the Sputnik launch in 1958. Its correlated theme was AP leading to school reform with subthemes of AP as reform for able students and AP's gaining of acceptance from secondary schools and higher education. The second rupture was the Nation at Risk report published in 1983. Its correlated theme was AP's shift in emphasis from the exam to the course with the subthemes of AP as a course, a shift in AP's target population, using AP courses to promote equity, and AP courses modifying curricula. The passage of the No Child Left Behind Act of 2001 was the third rupture. Its correlated theme was AP as a means to narrow the achievement gap with the subthemes of AP as a college preparatory program and the shifting of AP to an open access program. ^ The themes revealed a perception that progressively integrated the program into American education. The AP program changed emphasis from tests to curriculum, and is seen as the nation's premier academic program to promote reform and prepare students for college. It has become a major source of income for the College Board. In effect, AP has become an agent of privatization, spurring other private entities into competition for government funding. The change and growth of the program over the past 57 years resulted in a deep integration into American education. As such the program remains an intrinsic part of the system and continues to evolve within American education. ^

Economic Inequality and the Conditions of Freedom- Views from the American Founding

Professor Clement Fatovic, Director of Graduate Studies for Politic Sciences, lectures on the subject of the American Founding. Lecture held at the Green Library, Modesto Maidique Campus, Florida International University, on April 10, 2013.

"Suffragettes of the Harem": The Evolution of Sympathy and the Afterlives of Sentimentality in American Feminist Orientalism, 1865-1920

This project examines narrative encounters in space identified as “harem,” produced by authors with biographical ties to the vanguard of the American Suffrage Movement. I regard these feminists’ circulations East, to the domestic space of the Other, as a hitherto unstudied, yet critical component of transnationalism in the history of U.S. Suffrage. This literary record also crucially reveals the extent to which sentimentality was plotted as a potential force for the reform of other cultures. An urge to sympathize denied in the space of the harem illustrates the colonial anxieties that subtended sentimentality’s prospective deployment beyond national borders. In five chapters on the work of Anna Leonowens, Susan Elston Wallace, Demetra Vaka Brown, Charlotte Perkins Gilman, and Edith Wharton, I examine how Suffrage-minded authors writing the harem strategically abandon an activist praxis of fellow feeling. Such a reluctance to transform sentimental literature into a colonial literature consequently informs that genre’s postbellum decline. The sentiments that run dry for American feminists in the harem additionally foreground the costly failures of Wilsonian Idealism, a doctrine that appropriated a discourse of sentimentality in order to script the United States’ expanded involvement in global affairs.

Advanced Placement and American Education: A Foucauldian Analysis of the Advanced Placement Program of the College Board

Advanced Placement is a series of courses and tests designed to determine mastery over introductory college material. It has become part of the American educational system. The changing conception of AP was examined using critical theory to determine what led to a view of continual success. The study utilized David Armstrong’s variation of Michel Foucault’s critical theory to construct an analytical framework. Black and Ubbes’ data gathering techniques and Braun and Clark’s data analysis were utilized as the analytical framework. Data included 1135 documents: 641 journal articles, 421 newspaper articles and 82 government documents. The study revealed three historical ruptures correlated to three themes containing subthemes. The first rupture was the Sputnik launch in 1958. Its correlated theme was AP leading to school reform with subthemes of AP as reform for able students and AP’s gaining of acceptance from secondary schools and higher education. The second rupture was the Nation at Risk report published in 1983. Its correlated theme was AP’s shift in emphasis from the exam to the course with the subthemes of AP as a course, a shift in AP’s target population, using AP courses to promote equity, and AP courses modifying curricula. The passage of the No Child Left Behind Act of 2001 was the third rupture. Its correlated theme was AP as a means to narrow the achievement gap with the subthemes of AP as a college preparatory program and the shifting of AP to an open access program. The themes revealed a perception that progressively integrated the program into American education. The AP program changed emphasis from tests to curriculum, and is seen as the nation’s premier academic program to promote reform and prepare students for college. It has become a major source of income for the College Board. In effect, AP has become an agent of privatization, spurring other private entities into competition for government funding. The change and growth of the program over the past 57 years resulted in a deep integration into American education. As such the program remains an intrinsic part of the system and continues to evolve within American education.